Complete History of the Glendale Union High School District 1911-1978

              A
COMPLETE HISTORY
OF THE
GLENDALE UNION HIGH SCHOOL DISTRICT
1911-1978
Compiled and Written
by
Sandy Finerman
Portions of Materials Gathered
by the
Advanced Journalism Class of 1976-77
Copyright @ 1978 by Sandy Finerman
Glendale Union High School District Print Shop
7650 N. 43rd Ave.
Phoenix, Arizona 85301
All rights reserved. No part of this book
may be reproduced, in any form, without
permission in writing from the author and
Glendale Union High School District office.
for the Glendale community and all those interested
in preserving the past ...
TABLE OF CONTENTS
Page
I. Introduction
A. A·thought on education 1
B. Message from Dr. William L. Jones, superintendent 2
II. The
A.
B.
C.
D.
E.
School District 3
An overview..................................................... 4
Map of district 8
Board members ~md superintendents ..............•................ 9
Enrollment figures 14
Course offerings •............................................... 18
III. A Look at the District Services 25
IV. A History of the District from 1889-1978 33
A. 1889-1910 ..........•............................................ 34
B. 1911-1919 34
C. 1920-1929 43
D. 1930-1939 ...................................•••..............•.• 45
E. 1940-1949 ..................................•.................... 46
F. 1950-1959 ....................•............................•..•.. 49
G. 1960-1969 54
H. 1970-1978 ..................•.................................•.• 57
V. School Histories 63
A. Glendale .......................................•................ 64
1. Background and construction 64
2. Special programs 70
3. Faculty honors ..............................•............... 70
4. Student and organizational awards 71
5. Athletics 72
6. Student activities and community invo1vement 73
B. Sunnys10pe 74
1. Background and construction 74
2. Special programs 76
3. Faculty honors 76
4. Student and organizational awards 77
5. Athletics 79
6. Student activities and community invo1vement 82
C. Washington ........................•............................. 84
1. Background and construction 84
2. Special programs 86
3. Faculty honors 87
4. Student and organizational awards 88
5. Athletics 89
6. Student activities and community invo1vement 90
Page
D. Cortez 92
1. Background and construction 92
2. Special programs 94
3. Faculty honors 95
4. Student and organizational awards 97
5. Athletics 98
6. Student activities and community involvement 98
E. Moon Valley 100
1. Background and construction 100
2. Special programs 102
3. Faculty honors 104
4. Student and organizational awards 104
5. Athletics 105
6. Student activities and community involvement 105
F. Apollo 106
1. Background and construction 106
2. Special programs 108
3. Faculty honors 110
4. Student and organizational awards 110
5. Athletics 111
6. Student activities and community involvement 111
G. Thunderbird 112
1. Background and construction 112
2. Special programs 113
3. Faculty honors 115
4. Student and organizational awards 116
5. Athletics 117
6. Student activities and community involvement 118
H. Greenway 120
1. Background and construction 120
2. Special programs 122
3. Faculty honors 122
4. Student and organizational awards 123
5. Athletics 123
6. Student activities and community involvement 124
I. Independence 126
1. Background and construction 126
2. Special programs 128
3. Awards and honors ...............•........................... 128
4. Student activities and community involvement .......•........ 129
VI. The
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
Graduates: What Has Happened to Some of Them 133
Truman Helm 134
Georgia Menard 140
Carl and Hazel Betts 142
Robert Ashe 144
Vi Amspoker 146
William Eubank 148
Fred Koory 150
Bruce Hea twole 152
Duf fy Dyer 154
Alice Cooper 157
VII. Acknowledgements 161
A. A note of thanks 162
B. About the author 165
"We have entered an age in which education
is not just a luxury permitting some men
an advantage over others. It has become
a necessity without which a person is
defenseless in this complex, industrialized
society We have truly entered the
century of the educated man."
Lyndon B. Johnson
June 9, 1963
FOREWORD
The Glendale Union High School District enjoys a rich and
glorious history. Conceived in 1911, it has grown from a few
students and one school to over 17,500 students and nine schools.
Throughout the years, the graduates of this district have
made immense contributions to our community, state, and nation. The
district has many proud alumni who recall their educational experience
with affection, respect, and support. The district continues to grow,
to educate, and to meet the needs of its youth with great distinction.
Unfortunately, much of the district's heritage has gone
unrecorded, never to be completely recaptured. Journalism teacher
at Cortez, Mrs. Sandy Finerman, has worked on this project from
June 1976 through February 1978 gathering material from district
board minutes, the district staff, the faculty and the community.
The 1976-77 Advanced Journalism students at Cortez High School
spent a portion of time during the 1976-77 school year gathering
and writing portions of this book. We salute all of them for
their magnificent effort and comprehensive results.
As the district looks to the future and continues to grow, to
educate, to serve, and to be a viable part of the community, it
will be rewarding to review ~gr:at and noble p~
Dr. William L. 0 s, Superintendent
Glendale Union 19h School District
-2-
"We must make people realize that success
in business and in the professions is not
geared to the lack of education. It is
dependent on education! Abe Lincoln was
not great because he was born in a log
cabin-but because he was able to get out
of it."
Elmer S. Crowly
Idaho Education News
The School District
-3-
An Overview
-4-
September 1977 marked the 67th
opening of a year of school in the
Glendale Union High School District.
It is young enough to still count
its first graduate, Truman Helm, as
part of the population of the city
of Phoenix.
The district now serves more
than 17,500 students in nine high
schools in the largely suburban
Glendale and Northwest Phoenix
areas, as well as three major ele­mentary
school systems and several
parochial elementary schools. Each
high school is built for an optimum
capacity of 2000 to 2300 students
in grades 9-12. The nine schools
include Glendale, Sunnyslope,
Washington, Cortez, Moon Valley,
Apollo, Greenway, Thunderbird and
Independence. The total district
staff numbers 1386 with 937 of that
being the teaching staff. Adminis­tration
of the district is handled
from the central office at 7650
N. 43rd Avenue.
The Board Room
Student enrollment has doubled in just the past decade so most of the
schools are comparatively new--the latter four being built in the last seven
years.
Expansion and remodeling are continually taking place to meet the demands
of the students and community. Each campus now has a comprehensive Media
Center, a Career Center, vocational facilities, extensive recreational
facilities, and a counseling and guidance program.
Two of the newer schools, Thunderbird and Greenway, are designed for the
open space concept. The other schools have combined open space and conven­tional
classrooms to use to maximum efficiency. Team teaching and indivi­dualized
learning are common in these areas. Expansion of facilities is
probable. Over 40 per cent of the area we serve is still undeveloped.
Over 200 electives are available to meet the needs of diverse student
groups. Included in the curriculum are courses like Latin, American History,
English as a Second Language and Black Studies. Vocational, cooperative and
work-experience programs offer students an opportunity to gain skills in over
30 different occupational areas. Special education classes are. available for
students with mental, physical, emotional, hearing, visual arrd speech handi­caps,
as well as for homebound students and those wjth specific learning
disabilities. Gifted programs are offered at several schools and the district
operates an off-campus alternative school.
-5-
Summer school classes are available to all students.
remedial and orientation program serves incoming freshmen
math problems and a low level of success in school.
A special summer
with reading and
Each school supports interscholastic athletic programs for both male
and female students. The current emphasis is on expanding and improving
interscholastic sports for girls.
A curriculum committee composed of teachers and administrators reviews
and recommends changes and additions to the educational program. Curriculum
workshops are encouraged by the Board of Education.
In the mid-seventies the Glendale Union High School District undertook
the important task of assuring equality of opportunity for both sexes in
our schools. Assistant Superintendent Ronald Murphy directed the re-writing
of all district policies eliminating references to sex identification.
Mr. John Timmons works with a special program for Indian students living
away from tribal lands. Counseling services focus on career awareness
activities, school adjustment, tutoring services and summer school oppor­tunities.
The Glendale Union High School District is one of the first secondary
schools to become involved in the national and state Right to Read effort.
Along with this, the Arizona legislature enacted what is known as the CUES
law, providing continuous uniform evaluation of student achievement in the
Inside the District office, the work day continues. Sixty-six
staff members take care of all necessary business.
-6-
basic subjects of reading, writing and computation. The State Board of
Education has required that each student must read at a ninth grade reading
level equivalent prior to graduation from high school. Glendale district
has combined CUES and the ninth grade reading level mandate to aid in
communication and decision making.
The Glendale Union High School District for the last five years has
been the fastest growing high school district in the state, and educational
goals continue to reach for new heights.
The main entrance of the district office.
-7-
Attendance Area Map
Sweetwater I I '
s
N we,
Thunderbird Road
Greenway Road
Cactus Road
Bell Road
~----.... Peoria Avenue
~ 3l:" i ~ ::~' CJ) « en .c:
.c :: to
it: r-. ... Northern Avenue
I I Glendale Avenue
I .' . • Bethany Home Road
I I I 2 I I Dunlap Avenue
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Missouri
Deer Valley Tuition Students - 1977-78
East of Freeway, north of Bell to
Carefree Highway - attend Thunderbird.
West of Freeway to 51 st Avenue, north of Bell
and north of Carefree Hwy - attend Greenway.
West of 51 st Avenue, north of Bell to
Carefree Highway - attend Independence.
1 Glendale High 6 Apollo High
2 Sunnyslope High 7 Thunderbird High
3 Washington High 8 Greenway High
4 Cortez High 9 Independence High
5 Moon Valley High
Olive Avenue
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::;) ::;) ::J ::;) e c c c c:
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"E .c: en .c: ~ .c:
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1
Meet The Board
The Glendale Union High School District Board from left to right (top)
are Ann Schulz and Gordon Wagner. Sitting from left to right are Dr.
Donald Voss, Richard Stapley and Dr. Craig Trueblood.
BOARD RESPONSIBILITIES
The five board members, Anne Schulz, Gordon Wagner, Dr. Donald Voss,
Richard Stapley and Dr. Craig Trueblood are the governing body for the Glendale
Union High School District. They are elected by the community to represent
it in setting goals and establishing policies by which the district will be
run. In essence, the board is legally responsible for seeing that an effec­tive
education program is conducted. The Superintendent and his staff, then,
are responsible for operating the schools according to board policy.
By state law, the school board is responsible for policies related to:
administration of courses of study and use of textbooks, adopting a budget
for the fiscal year of July.l through June 30, hiring of all school employees,
constructing, furnishing and maintaining school buildings, and managing all
property within the district.
Board policies are set down in a book and may be read by any member of
the community. All policy decisions of the board are made in meetings open
to the public.
-9-
BOARD MEETINGS
Regular meetings of the GUHSD board are held on the first and third
Wednesdays of each month at 7:30 p.m. in the district board room at 7650
North 43rd Avenue. Any member of the public may attend to observe.
Notices of special meetings and study sessions scheduled by the board are
posted at the district office and all nine schools and, when possible,
announced in the newspapers.
ANNE SCHULZ
Anne Schulz, '77 clerk of the board, was elected to the board in
November 1974 for a four-year term. She is a homemaker and a resident of
the Sunnyslope attendance area. She and her husband Barclay have one teen­age
daughter.
During her first two years on the local board, Mrs. Schulz has also
become actively involved in county and state level school boards associations.
She is currently treasurer of the Maricopa County School Boards Association
and secretary of the Arizona State School Boards Association.
Previously, Mrs. Schulz was a board member of the Maricopa County
Juvenile Detention Home Auxiliary and a legislative chairperson for the
Royal Palm PTA. She also served as a volunteer and teacher aide in both
elementary and high schools, and coached an elementary girls' football team.
GORDON WAGNER
Board President for 1978, Gordon Wagner, is a resident of the Washington
attendance area, and a past president of that school's Parent/Teacher/Student
Association. He is still an active elementary school PTA member. He and his
wife, Betty, have three daughters.
Mr. Wagner was also elected in November 1974 for a four-year term.
Before joining the Board, Wagner served as chairman of the Facilities Study
Committee and chairman of a $14 million bond issue publicity committee for
the Glendale Union High School District. A longtime Phoenix resident, Mr.
Wagner works in the public communications department of Arizona Public Service.
DR. DONALD VOSS
Dr. Voss, a Phoenix dentist, lives in the Thunderbird High attendance
area. He was elected to a four-year term in November 1976. As the father
of ten children, he has been involved in a variety of education and youth
activities.
-10-
At Thunderbird High, Dr. Voss and his wife Kathryn were founders and
first co-presidents of the school's Booster Club. Previously, he created
and co-directed the Deer Valley Day Care Center for pre-school children of
migrant workers. In 1973, he co-chaired a convention for Diocese of Phoenix
Religious Educators. In addition, he has been a board member, manager and
coach of Cholla Little League.
In the professional world, Dr. Voss is involved in the Central Arizona
Dental Society, Arizona State Dental Society and American Dental Association
as is board member Dr. Craig Trueblood.
RICHARD STAPLEY
Board President for 1977 and clerk for 1978, Dick Stapley, lives in the
Glendale High attendance area with his wife Dawn and seven children. A former
educator, Mr. Stapley now owns his own firm, Adack Interior D'signs, special­izing
in church furnishings.
Mr. Stapley served on the GUHSD Board from January 1973 through December
1976 and was re-elected in November of '76 to a second four-year term. He
was clerk of the board for two years and became acting president in 1976
when Dr. Art Lindberg resigned. Prior to joining the high school board, Mr.
Stapley played leadership roles in elementary school PTA. He is perpetually
involved in civic, community and church activities.
DR. CRAIG TRUEBLOOD
Dr. Trueblood, elected to a four-year term in November 1976, has
practiced dentistry in Glendale with his father and brother since 1965. He
and his wife Jan live in the Apollo High attendance area with their two
daughters.
An active member of his community, Dr. Trueblood is treasurer of
the Glendale Rotary Club, junior warden of the Glendale Masonic Lodge and
vice-president of the Church of the Beatitudes. He is also a member of the
Glendale Chamber of Commerce, the Phoenix Executives Club and the Heard
Museum.
-11-
BOARD OF EDUCATION MEMBERS
GLENDALE UNION HIGH SCHOOL DISTRICT
1911 - Present
1911 - 1915
1911 - 1914
1911 - 1913
1911 - 1916
1912 - 1915
1913 - 1914
1914 - 1917
1914 - 1917
1915 - 1920
1915 - 1918
1916 - 1921
1917 - 1922
1917 - 1920
1918 - 1923
1920 - 1922
1920
1920 - 1929
1921 - 1935
1922 - 1926
1922 - 1932
1923 - 1926
1926 - 1935
1926 - 1929
1929 - 1934
1929 - 1939
1932 - 1937
1934 - 1943
1935 - 1940
1936 - 1941
1937 - 1939
1939 - 1946
1939 - 1949
1940 - 1950
1941 - 1945
1943 - 1948
1945 - 1947
1946 - 1959
1947 - 1956
1948 - 1961
1949 - 1953
1950 - 1955
1953 - 1954
1954 - 1969
1955 - 1960
1956 - 1961
1959 - 1972
1960 - 1965
* Deceased
*Dr. J. B. Hill
*Mr. J. W. Etter
*Mr. W. H. Slaughter
*Mr. J. W. Robinson
*Mr. A. J. Straw
*Dr. B. S. White
*Mr. Rudolph Kuchler
*Mr. T. J. Sine
*Mrs. Mabel J. Hood
*Mr. H. J. Reading
*Mr. C. C. Green
*Mr. Green McAbee
*Mr. J. W. Etter
*Mr. O. D. Betts
*Miss Louise G. Freeland
*Mr. Henry Scott
*Mr. A. T. Sobey
Mr. C. M. Wood
Mr. H. H. Hennigan
*Mr. I. C. Teaque
Mr. Joseph Hansen
*Mr. L. B. Hamilton
*Mr. C. L. Harelson
Mr. John W. Corbin
*Mr. Edmunc B. Thurman
*Mr. Ray Lehman
*Mr. H. D. McKee
*Mr. Walter L. Smith
*Mr. H. D. Betts
Mr. W. A. Van Sant
Mr. Floyd Sasser
Mr. C. E. McDonald
*Mr. Sam Joy
Mr. Frank Sine
Mr. Carl Betts
*Mr. Ray Filer
Dr. R. K. Trueblood
*Mr. John F. DeBolt
*Mr. John E. Herriott
*Mr. Grady Auten
Mr. Harold H. Lowe
Dr. R. K. Loveless
Mrs. Graydon B. Hall
*Mr. Ben F. McKinney
Mr. Pat Taylor
Dr. Joseph P. Voorhees
Mr. John F. Long
-12-
Physician
Farmer
Real Estate
Dry Goods
Farmer
Dentist
Rancher
Retail Hardware
Farmer
Seed, Feed & Hay
Lumber
Farmer
Santa Fe Agent
Farmer
Salesman (auto)
Druggist
Citrus Grower
Farmer
Attorney, Financial Agent & Realtor
Farmer
Rancher
Lawyer
Farmer
Farmer
Retail Store Manager
Rancher
Railway Agent
Farmer
Rancher
Farmer
Rancher
Farmer
Insurance
Baker
Dentist
Wholesale gasoline distributor
Farmer
Retail Grocer
Lumber & Hardware
Optometrist
Housewife & Civic Leader
Banker
Foundry Operator
Dentist
Builder
Board of Education Members
Glendale Union High School District
Page Two
1961 - 1966 Mr. Don Sanderson Automobile Dealer
1965 - 1975 Rev. Everett Luther Clergyman
1966 - 1975 Dr. Arthur Lindberg Physician
1968 - 1974 Mr. Arnold Rovey Accountant Returned 3/1/75-
12/31/75
1969 - 1974 Rev. Rex Sprink Clergyman
1973 - Mr. Richard D. Stapley School administrator
1975 - Mrs. Anne Schulz Housewife
1975 - Gordon Wagner Arizona Public Service
Public Communications Dept.
1977 - Dr. Donald Voss Dentist
1977 - Dr. Craig Trueblood Dentist
SUPERINTENDENTS
of the
GLENDALE UNION HIGH SCHOOL DISTRICT
1911-1912
1912-1914
1914-1916
1916-1918
1918-1932
1932-1946
1946-1955
1955-1959
1959-1964
1964-1972
1972-
Le1an Hum
J.O. Kenwa11
Benjamin Scudder
C.A. McKee
Duncan McRuer
C.A. Yeoman
Robert Ashe
Wes Townsend
Melvin Zinser
Howard Roberts
William Jones
-13-
Enrollment History
Of The
Glendale Union High School District
Wider course offerings in the district schools have in large part been
made possible by the ever increasing student enrollment within the district.
In 1911, at the time of the foundation of the high school district, one
teacher and fewer than 25 students were limited in offering to only five
subjects. In the current program, over 900 teachers offer over two hundred
courses to nearly 18,000 students. With the steady march of the years, the
Glendale Union High School District has been able to devote more and more
attention to the specific needs of the individual among increasing numbers
of students.
Constant Board of Education, administration and instructional attention
is given to projecting both enrollment and program to adequately serve this
community in the years ahead. Curriculum growth is as dynamic as the physical
growth of the Glendale - Northwest Phoenix area. The following summary of
enrollments in the schools is an index of progress to the present:
*****************************************************************************
YEAR
1911-12
1912-13
1913-14
1914-15
1915-16
1916-17
1917-18
1918-19
1919-20
HIGH SCHOOL
Glendale Sunnyslope Washington Cortez Moon Valley
21 *>'< ** ** 'k*
36 "/<'1\ ** *>'< '1<*
45 ,,<* ** ** **
58 ** ** *-;, *'1(
73 ** ** ** ,,;'c*
84 ** >'<* *,,< oJ<'),\
97 ** ** -)0'< **
125 ** ** ** **
177 ** ** i'<* **
-14-
YEAR HIGH SCHOOL
Glendale Sunnyslope Washington Cortez Moon Valley
1920-21 152 ** ** ** **
1921-22 166 ** ** ** **
1922-23 184 ** ** ** **
1923-24 204 ** ** ,,<* **
1924-25 223 ** ** ** **
1925-26 263 ** ** ** **
1926-27 263 ** ** ** **
1927-28 281 ** ** ** **
1928-29 310 ** ** ** **
1929-30 316 ** ** ** **
1930-31 333 ** ** ** **
1931-32 341 ** ** ** **
1932-33 344 ** ** ** **
1933-34 353 ** ** ** **
1934-35 368 ** ** ** **
1935-36 373 ** ** ** **
1936-37 404 ** ** ** **
1937-38 418 ** ** ** **
1938-39 4/~3 ** ** ** **
1939-40 463 ** ** ** **
1940-41 461 ** ** ** **
1941-42 454 ** ** ** **
1942-43 460 ** ** ** **
1943-44 424 ** ** ** **
-15-
YEAR HIGH SCHOOL
Glendale Sunnyslope Washington Cortez Moon Valley District
1944-45 558 ** ** ** ** 558
1945-46 702 ** ** ** ** 702
1946-45 768 ** ** ** ** 768
1947-48 806 ** ** ** ** 806
1948-49 938 ** ** ** ** 938
1949-50 973 ** ** ** ** 973
1950-51 1030 ** ** ** ** 1030
1951-52 1079 ** ** ** ** 1079
1952-53 1198 ** ** ** ** 1198
1953-54 1027 407 ** ** ** 1434
1954-55 1031 580 ** ** ** 1621
1955-56 925 652 570 ** ** 2147
1956-57 970 738 911 ** ** 2619
1957-58 999 814 1254 ** ** 3067
1958-59 981 906 1506 ** ** 3455
1959-69 1121 946 1885 ** ** 3902
1960-61 1295 1055 1632 590 ** 4572
1961-62 1473 1223 1635 1082 ** 5413
1962-63 1636 1258 1784 1496 ** 6174
1963-64 1768 1382 2011 1851 ** 7012
1964-65 1953 1386 2037 2066 ** 7442
1965-66 1883 1463 2036 1813 566 7761
1966-67 1853 1466 1940 1840 920 8039
1967-68 1882 1537 1968 1861 1181 8401
1968-69 1878 1663 2008 2097 1458 9122
-16-
YEAR HIGH SCHOOL
T.
G1en~ Sunny. Wash. Cortez M.V. Apollo Bird Gr. Ind. Dist.
1969-70 2098 1744 2035 2233 2059 ** ** ** ** 10,169
1970-71 1884 1811 2083 2150 2245 987 ** ** ** 11,160
1971-72 1931 1804 2132 2118 2777 1740 ** ** ** 12,502
1972-73 1899 1865 2169 1919 2568 2113 1153 ** ** 13,686
1973-74 2004 1881 2107 1910 2381 2247 1387 867 ** 14,784
1974-75 1993 1906 2033 1921 2048 2335 1927 1424 ** 15,587
1975-76 2121 1890 2005 1963 1946 2419 2101 2043 ** 16,488
1976-77 2133 1907 1988 2051 2113 2501 2332 2228 ** 17,325
1977-78 1765 1849 1957 2015 2318 2511 2534 2342 413 17,805
-17-
GLENDALE UNION HIGH SCHOOL DISTRICT
Glendale, Arizona
1977-1978 COURSE OFFERINGS
COURSES
AGRICULTURE
OPEN TO
GRADE
LEVELS
CREDIT
UNITS
Ag. Business Management 3-4 11-12 1
Ag. Cooperative Class 12 2
Ag. Mechanization 3 11-12 ~
Intro. to Ag. Mechanics 1-2 10-12 1
Adv. Ag. Mechanics 11-12 2
Ag. Production &Management 3-4 11-12 1
Basic Principles of Ag. 1-2 9-11 1
Basic Principles of Ag. 3-4 10-12 1
Vocational Horticulture 1-2 9-12 2
Vocational Horticulture 3-4 10-12 2
ALLIED ARTS
ART
Advanced Art and/or Painting, Graphics
Commercial Art, Art Appreciation
Art 1-2
Art 3-4
Crafts 1-2
Crafts 3-4 and/or Ceramics, Jewelry
Sculpture, Leather Textiles
**Design Fundamental for Art and Crafts
Photography
Advanced Photography
Vocational Commercial Art 1-2
Vocational Commercial Art 3-4
CHORUS
Vocal Ensemble
Concert Choir
Advanced Chorus (SSAA)
Chorus 3-4 (SATB
Chorus 1-2 (TTBB)
Chorus 1-2 (SSAA)
INSTRUMENTAL
Advanced Band
Advanced Guitar
Beginning Band
Beginning Guitar
Beginning Strings
Intermediate Band
Intermediate Guitar
Orchestra
Introduction to Music
Music Theory
*By Placement
**May replace Art 1 and Crafts 1
-18-
10-12 1
9-12 1
10-12 1
9-12 1
10-12 1
9-12 ~
9-12 1
10-12 1
11-12 2
11-12 2
9-12 1
9-12 1
9-12 1
9-12 1
9-12 1
9-12 1
9-12 1
9-12 1
9-12 1
9-12 1
9-12 1
9-12 1
9-12 1
9-12 1
9-12 ~2
9-12 1
77-78 COURSE OFFERINGS
COURSES
BUSINESS EDUCATION
Accounting 1-2
Advanced Accounting
Business Communications
Business Core
Business Law
Business Machines
Business Machines & Data Processing
Distributive Education
General Business
Jr. Office Education
Marketing
Office Block (Model Business)
Office Cooperative Education
Office Practice
Secretarial Practice
Shorthand 1-2
Shorthand 3-4
Stenoscript
Typing
Typing 1-2
Typing 3-4
FOREIGN LANGUAGE
French 1-2
French 3-4
French 5-6
French 7-8
German 1-2
German 3-4
German 5-6
German 7-8
Latin 1-2
Latin 3-4
Latin 5-6
Russian 1-2
Russian 3-4-5-6
Spanish 1-2
Spanish 1-2 for the Spanish Speaker
Spanish 3-4 for the Spanish Speaker
Spanish 3-4
Spanish 5-6
Spanish 7-8
HOME ECONOMICS
Singles Survival
Child Development
Creative Handiwork 1-2
Dollars & Sense: Consumerism
Family Living
-19-
GRADE CREDIT
LEVELS UNITS
10-12 1
11-12 1
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-11 1
12 2
9-12 1
11 1
11-12 1
11-12 2
. 12 2
11-12 1
12 1
10-12 1
11-12 1
11-12 ~
9-12 ~
9-12 1
10-12 1
9-12 1
10-12 1
11-12 1
12 1
9-12 1
10-12 1
11-12 1
12 1
9-12 1
10-12 1
11-12 1
9-12 1
10-12 1
9-12 1
9-12 1
10-12 1
10-12 1
11-12 1
12 1
10-12 ~
11-12 ~
10-12 1
11-12 ~
11-12 ~
77-78 COURSE OFFERINGS
COURSES
Foods 1, 2, 3, 4
Clothing 1, 2, 3, 4
Home Ec Related Occupations (Co-op &
Food Svs)
Housing and Home Furnishings
Teens Today
INDUSTRIAL ARTS
Auto Ownership &Maintenance
Automotives 1-2
Automotives 3-4
Vocational Automotives - Engine Overhaul
Vocational Automotives - Tune-up, Brakes,
Air Condo
Vocational Automotives - Automatic trans-mission,
Front End
Drafting 1-2
Drafting 3-4 (Mechanical)
Drafting 5-6 (Architectural)
Vocational Drafting
Horne Mechanics
Industrial Plastics
Industrial Co-op Ed.
Metals 1-2
Metals 3-4
Vocational Metals
Upholstery 1-2
Upholstery 3-4
Vocational Upholstery
Vocational Electronics 1-2
Vocational Electronics 3-4
Woods 1-2
Woods 3-4
Building Trades
LANGUAGE ARTS
English 1-2
English 3-4
English 5-6
English 7-8
Adv. Placement - English
American Studies (2 hr. Block)
(American Literature & U.S. History)
Black Literature
Children's Literature
Drama as Literature
English Literature
Ethics in ,Literature
Great Books
Love & Tragedy in Literature
-20-
GRADE CREDIT
LEVELS UNITS
9-12 1
9-12 1
12 2
11-12
9-10 ~
9-10 ~
10-12 ~
10-12 1
11-12 1
11-12 2
11-12 2
11-12 2
9-12 1
10-12 1
11-12 1
12 2
9-12 ~
9-12 1
12 2
9-12 1
10-12 1
11-12 2
9-12 1
10-12 1
11-12 2
10-12 2
11-12 2
9-12 1
10-12 1
11-12 2
9 1
10 1
11 1
12 1
12 1
11-12
2
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 ~
77-78 COURSE OFFERINGS
COURSES
Literature for the Now Generation
Literature of Adventure
Literature of the Southwest
Man in Conflict
Man's Search for Meaning through Philosophy
Modern Literature
Modern Novel
Modern Poetry
Mythology
Oriental Literature &Philosophy
Paperback Survey of Literature
Periodical Literature
Semantics and Logic
Science Fiction, The Supernatural, the
Fantasy
Shakespeare - Tragedy and Comedy
Sports Literature
The Bible as Literature
The Hero Image
The Novel
The Short Story
The World of Comedy
World Literature
SPECIALIZED COMMUNICATIONS SKILLS
Communication and Careers
Communication and Mass Media
English As A Second Language
Filmmaking and Study
Television
SPEECH, DRAMA, JOURNALISM AND READING
Comprehensive Reading Techniques 1-2, 3-4
Developmental Reading 1-2, 3-4
Drama 1-2
Drama 3-4
Drama 5-6
Journalism 1-2
Journalism 3-4
Journalism 5-6
Modern Reading Techniques 1-2, 3-4, 5-6
Speech 1-2
Speech 3-4
Speech 5-6
Leadership and Communication
WRITING - COMPOSITION AND BASIC GRAMMAR
Basic Composition
Intermediate Composition
Creative Writing
Study Skills
Technical Writing
Word Study and Prose Writing
Writing for College
Publications Production
-21-
GRADE CREDIT
LEVELS UNITS
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 !.: 2
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 ~
9-12 ~
11-12 ~
11-12 ~
9-12 1
9-12 1
9-12 1
10-12 1
11-12 1
10-12 1
11-12 1
12 1
9-12 1
9-12 1
10-12 1
11-12 1
9-12 1
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 ~
11-12 ~
9-12 1
77-78 COURSE OFFERINGS
COURSES
MATHEMATICS
Advanced Math
Algebra 1-2
Algebra 3-4
Basic Algebra 1-2
Basic Algebra 3-4
Computer Programming
Functional Math
General Math 1-2
General Math 3
Geometry
Introduction to Calculus
Statistics and Probability
PHYSICAL EDUCATION
Adaptive P.E.
P.E. 1-2
P .E. 3-4
P.E. Adv.
Health Education
Modern Dance Technique & Composition
Recreation for Leisure
Systematic Conditioning
Physical Education and Recreational
Leadership (Voc.)
SCIENCE
Advanced Biology
Biology 1-2
Chemistry
Consumer Chemistry
Earth Science
Electronics Science
Environmental Geology
Forces of Our Environment
Physical Science 1-2
Physics
Qualitative Analysis
SOCIAL STUDIES
American Studies (2 hr. block American
Literature and History)
Anthropology
Arizona History/Government
Asian Studies
Contemporary U.S. History
Geography of Contemporary Affairs
Humanities
-22-
GRADE
LEVELS
11-12
9-12
10-12
9-12
10-12
11-12
11-12
9-12
10-12
10-12
11-12
9-12
9-12
9
10
11-12
9-12
10-12
11-12
10-12
12
11-12
10-12
11-12
11-12
9-12
10-12
10-12
11-12
9-12
11-12
11-12
11
9-12
10-12
11-12
12
9-12
11-12
12
CREDIT
UNITS
1
1
1
1
1
~ or 1
1
1
~
1
1
~
1
1
1
1
~
1
~
1
2
1
1
1
1
1
1
~
1
1
1
2
1
~
~
1
1
-23-
77-78 COURSE OFFERINGS
COURSE
Advanced Humanities
International Relations
Latin American History
Leadership and Communication
Man in Society
Psychology
Safety Education
Street Law: A Course in Practical Law
Urban Problems
U.S. Government/Free Enterprise
U.S. History
Advanced Placement - U.S. History
World Geography
World History 1-2
World History 3-4
SPECIAL EDUCATION (EMH)
American History (Spec. Ed.)
Crafts (Spec. Ed.)
English (Spec. Ed.)
Family Living (Spec. Ed.)
Government/Free Enterprise (Spec. Ed.)
Health (Spec. Ed.)
Horne Economics (Spec. Ed.)
Math (Spec. Ed.)
Safety Education (Spec. Ed.)
Science (Spec. Ed.)
Shop (Spec. Ed.)
Typing (Spec. Ed.)
Work Experience (Spec. Ed.)
AFROTC
Aerospace Education 1-2
Aerospace Education 3-4
Aerospace Education 5-6
Aerospace Education 7-8
NJROTC
Naval Science 1-2
Naval Science 3-4
Naval Science 5-6
Naval Science 7-8
SPECIAL PROGRAMS
(RESOURCE TEACHERS WORKING WITH SPECIAL
STUDENTS--PER SCHEDULED CLASS HOUR)
Learning Skills (SLD Program)
Visual Laboratory
Mobility Training
Hearing Laboratory
Enrichment Seminar (Independent Study,
Interdisciplinary, and Professional
Internship)
GRADE
LEVELS
12
11-12
9-12
9-12
9-12
11-12
10-12
10-12
9-12
12
11
11-12
9-12
9-12
10-12
9-12
9-12
9-12
9-12
9-12
9-12
9-12
9-12
9-12
9-12
9-12
9-12
9-12
9-12
10-12
11-12
12
9-12
10-12
11-12
12
9-12
9-12
9-12
9-12
9-12
CREDIT
UNITS
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1977-78 COURSE OFFERINGS
COURSES
OTHER PROGRAMS
NYC Summer Program
Work Experience (Pilot under Drop-Out
Recovery)
Student Assistants
Social Services Co-op
Seminar
Business Machine Repair
Media Production
Vocational Health Occupations &
Careers 1-2
Vocational Health Occupations &
Careers 3-4
Graphic Arts 1-2
Graphic Arts 3-4
-24-
GRADE CREDIT
LEVELS UNITS
9-12 1
9-12 1
9-12 ~
12 2
9-12 ~
11-12 2
10-12 1
11-12 2
11-12
2
12
10-12 2
11-12 2
"To my mind, there is a great story in education ­a
succession of stories. I think education is
dramatic. It has everything in it to make it so;
struggle, pathos, triumph, competition, good
humor, and interesting people. Just as business
needs more customers, education needs more
enthusiasts. For my part I'll buy it, and what's
more I'll bet we can sell the story."
Eric Johnston's Address at
Chicago Regional AASA Convention
A Look At The District Services
-25-
The District Services
From its early beginnings, the Glendale Union High School District
offices have provided a large number and variety of services to the
student and community as a whole.
Superintendent Dr. William L. Jones
provides the main leadership for all
administrative, instructional and
support functions, and is responsible for
the development and maintenance of the
educational program. Dr. Jones received
his M.A. from West Virginia University,
and his doctorate from Arizona State
University. He has been with the district
since 1964, as teacher and principal at
Washington High School, and then moving up
to the District Office in 1971 as director
of curriculum.
Associate Superintendent
Victor E. Lowman is responsible for
budget construction, negotiations and
general district operation procedures.
Mr. Lowman has worked in the Glendale
Union High School District for 24 years.
He has taught at Glendale High School
and been assistant principal and
principal at Glendale. He was also
principal at Moon Valley High School,
and has been at the District Office
for the past 8 years.
Mr. Ronald C. Murphy is actively
serving as Assistant Superintendent. His
main function is to assist the Superin­tendent
substantially and effectively in
the task of providing leadership in
developing, achi~ving, and maintaining
the best possible educational program
and services. Mr. Murphy's other respon­sibilities
include those dealing with
school segregation, federal relations,
and any actions which involve the state
legislature. He has been with the district
for 20 years, at the district office for
15 years, and previously taught at
Washington High School.
-26-
Mr. Robert P. Christensen is Personnel
Director for the Glendale Union High School
District. His job is to recruit, evaluate,
and refer possible school employees to the
various high school principals in the dis­trict.
The district receives some 2,000
completed application forms a year for all
positions, certified and clerical.
Mr. John W. Irwin, Administrator of Curriculum, serves as overall
chairman of curriculum in the Glendale Union High School District.
Mr. Irwin handles all proposals for new
courses. Teachers and administrators
write up proposals and he distributes
them to the Curriculum Committee members.
An open meeting is then held to decide
whether the proposal should be put through.
A majority vote will send it out to the
Board of Education. Along with his duties
as curriculum chairman, Mr. Irwin also
makes recommendations on new text books,
foreign exchange programs, corresponds
with schools regarding teacher and student
travel and field trips, and helps organize night, summer, and Alternative
School.
Mr. Czeslaw T. Schmidt, Administrator of Career and Vocational
Programs for the Glendale Union High School District, has been with his
department for three years but has been with the district twenty-five
years. Approximately 6,200 students are
enrolled in career and vocational pro­grams
in the district. Four thousand
of those are involved in a "gainful"
aspect of these programs, one which will
teach them job skills in their field.
Mr. Schmidt's job is to assist in the
administration of the district's widely
diversified vocational and career programs,
and to assist in the securing of state and
federal money for those programs. He
works with programs in varied areas includ­ing
home economics, business, trade and industrial, special education
and disadvantaged students, and he is also involved with curriculum
development.
-27-
Ms. Maggie Beebe is the Public Relations and Communications
Director. Ms. Beebe began working at the
office four years ago. The purpose of her
job as Communications' Director is to
accomplish two-way communication between
the community and the District Office.
The Public Relation Department's main
purpose is to have information available
for consumption and for becoming a better
informative source. Ms. Beebe plans and
executes the Parent Newsletter for each
high school in the district, the Scratch
Pad for teacher communication, and con­tacts
the news media on issues in the
Glendale Union High School District system. She also helps to provide
the counselors within the schools on vocational outlets and information
regarding any type of vocation.
booklet
to each
chosen.
This is
Mr. John Stenwall is the Director
of Purchasing and Inventory. The
function of the Purchasing Department
is to arrange for equipment, supplies,
and services for the different schools
in the district. The department decides
how much money is to be given to a
school. The amount to be allocated to a
school is based on the school's popula­tion.
Basically, the school decides
what goods or services they will need.
A standard list of bidders is kept and a
containing the exact specifications of what is to be done is sent
of the bidders. The bids are evaluated, and the best one is
The Purchasing Department also controls the district print shop.
where the forms that the district uses are produced.
Dr. Gerald E. George, with the endorsement of the Glendale Union
High School District, helped begin the
Glendale Educational Management System.
With the initiation of this new manage­ment
system in 1973, Dr. George became
responsible for the planning and
implementing district-wide efforts to
improve student learning. GEMS efforts
are coordinated with the work of
Administrator of Curriculum,
Mr. John Irwin, and Administrator of
Research and Data Processing,
Mr. Fred Whitney. In September of
1974, the first district developed GEMS test was given in English 1-2.
-28-
It was later followed by tests in General Math, Basic Algebra, English
3-4, Reading, Cooperative Education, Social Studies, and General
Business. The purpose of GEMS is to identify the specific needs of
students and plan programs to meet those needs according to Assistant
Director Janet Froemke. The system also provides a way of communicating
with all district schools in other areas of curriculum. It has estab­lished
a much better means of communication between the students and
teachers. It enables teachers throughout the district to share and
strengthen their teaching skills, and it has aided in the development
of better teaching techniques. Assisting with the organization and
coordinating of the district-wide testing is Norma Dieffenbach.
Mr. Edward T. Cosper, Administrator of
Facilities and Planning, plans new facilities,
supervises construction, and administrates
all district maintenance and transportation.
Mr. Cosper meets with administrators and
discusses needs of school facilities. He
reviews plans with the architect and then
obtains bids from various construction compa­nies.
Mr. Fred Whitney's main duty as
Director of Research and Data Processing in
the Glendale Union High School District is
to devise "systems" for the computer to
alleviate time-consuming jobs such as atten­dance
and grading. So far Mr. Whitney has
put systems into effect in areas of pr&-regis­tration,
scheduling, attendance, grading, and
the bookstore. Working directly for
Mr. Whitney at the district level, are three
programmers, a secretary and a data process­ing
controller at each school in the district.
-29-
Mr. Wayne W. Botkin, Business Manager of the Glendale Union High
School District, is responsible for supervising the accounting func­tion
and payroll for all of the 1,250 full-time employees of the
district. This includes
all teachers, adminis­trators,
staff, and
maintenance people. When
school is in session, the
payroll goes out biweekly
and Mr. Botkin regulates
$600,000 each pay day.
Mr. Botkin also handles
the insurance that is
provided by the district for the students and faculty. Gwen Cochran,
Accounting Supervisor, assists and is responsible for the receipts and
expenditures of the district.
Mr. Peter M. Altieri, Administrator of Health, P.E. and Athletics
for the Glendale Union High School District, is involved with all phases
of health classes, physical education, and interscholastic sports. He
also interviews prospects
for head coaches positions
as well as ordering and
keeping stock of all ath­letic
equipment. As
Athletics Director,
Mr. Altieri's most time­consuming
job is that of
scheduling team sports.
Having to juggle fifteen
sports for nine district
schools, and arrange
transportation is quite a job. Assistant to Mr. Altieri is Clyda
Jean (Martin) Owens. Mrs. Owen's job is basically the same as
Mr. Altieri's, but concentrates on girls' sports.
Christine Federico is the Director of Food and Nutrition.
Ms. Federico's general responsibilities are interviewing people to work
in the cafeteria, purchasing food and equipment, filling out government
reports, researching latest products,
planning menus, and recommending prices
for lunches. The Glendale Union High
School District has three food programs:
the breakfast program which consists of milk,
juice or fruit, and a doughnut; the lunch
program consisting of a protein source, a
bread source, a combination of a fruit or
vegetable, and milk; and a milk program which
consists of extra milk that is sold besides
what is sold at breakfast and lunch. The
eight supervisors from each school are very
important to the food service. They run their own cafeterias and are a
great help to Ms. Federico. Students from families whose income is
below or at a scaled income are eligible for free milk and meals, or
they are eligible for the reduced prices for lunch and breakfast.
Glendale Union High School District approved 794 free lunches in 1976-77.
-30-
Mr. Jack Barry, Director of Alternative School, is responsible
for the alternative campus extension program, night school, and
summer school. The alternative campus was created to help those
students who are not successful for a variety of reasons in their home
school. These are usually freshman or sopho­mores.
Typically, this student experiences
behavioral problems that may include poor
attendance, disinterest, discipline refer­rals
and frequently this student is about
to leave school. Because of the uniqueness
of each student, a highly individualized
program is necessary. The major goal of
the school is to help each student to return
to his home school the following year.
Students attending are done so on a referral
basis. Teachers at the school are very
optimistic and feel the program is both
worthwhile and is doing a lot of good for these students. Night school
is held for those who find it impossible to attend school during the
day because of personal problems or behavioral problems. Summer school
is held for five weeks during June and July and students may make up
work they have failed or get ahead by taking additional courses.
Mr. Joseph Swetich, Supervisor of
Facilities is responsible for coordina­ting
district-wide maintenance operations
and district transportation. Glendale
is one of the few high school districts
that buses a majority of its students
to school.
Mr. David C. Roels is the Director of the Special Education
division. Programs available include the Specific Learning Disabled/
Emotionally Handicapped, self-contained and resource; Educable Mentally
Handicapped, self-contained and resource; Physically Handicapped;
Visually Handicapped; Hearing Handicapped; Trainable Mentally Handi­capped;
Speech Handicapped and Gifted. Some students qualify for only
one type of program. For others a decision
must be made as to whether a self-contained
or a resource program would best fit the
needs of the individual. For the Emotion­ally
Handicapped/Specific Learning
Disabilities, there are many levels of
resource and self-contained classrooms. In
the resource program, one hour is usually
spent in a classroom with a small teacher­pupil
ratio. The remaining classes are
regular. The self-contained program at
the high school level is a highly restric­tive
setting designed for students with
-31-
severe difficulties. The Educable Mentally Handicapped resource and
self-contained are for students with IQ levels below 70. The Physi­cally
Handicapped program has students scheduled on the basis of
physical, academic, and emotional skill and need. Services for the
Visually Handicapped, Hearing Handicapped and Speech Handicapped
provide focuses on the special disability and they receive special
instruction. The Trainable Mentally Handicapped are students who
will benefit from the school experience. Programs for the gifted
student are provided on most campuses within the district. Accelerated
classes are provided for capable students at all grade levels. Also
working with the department are eight psychologists.
All these services expand as the needs arise. The district tries
to keep abreast of all the latest educational developments to provide
the best services and resources that it can to the students.
-32-
"A child miseducated is a child lost."
Pres. Kennedy, Jan. 11, 1962
State of the Union Address
History Of The District
-33-
A History
of The
Glendale Union High School District
by
Sandy Finerman
One of the promises made to the early settlers in the Glendale area was
that schools would be set up as soon as possible. Some of those first
families gathered their children at churches or private homes for instruc­tion.
Costs were pro-rated among the families.
Thirteen families living in the area east of the present day Glendale
signed a petition and formed a school district on June 25, 1891 called the
"Washington District Number 6." It was the sixth district organized in
Maricopa County and today, in numbers of pupils, is one of the largest
districts in the state.
Settlers to the north and west of Glendale started the Peoria School
District Number 11 in 1899. Glendale School District Number 40 followed a
short time later.
These three districts operated elementary schools for a number of years.
Pupils wanting to go on to high school usually went to Phoenix. As the
population increased in the districts, there were more pupils in the schools
and more wanting to go on to high school. A petition was signed by 119
voters in the three districts requesting a high school.
A formal request was sent to the Maricopa County School Superintendent
of Education on Aprll 28, 1911, asking for a union high school. Permission
was granted for an election to be held May 19, 1911. Ninety-six voters were
in favor of the request and three were against it.
1911 - 1919
In the first decade of the district's existence, Glendale Union High
School was built, graduation requirements were set up, the agricultural
atmosphere of the community influenced the school's curriculum, and many
rules and regulations governing students and faculty members took root.
On July 3, 1911, Dr. J. B. Hill, J. W. Etter, W. H. Slaughter, and
J. W. Robinson met as the first Glendale Union High School Board. Dr.
Hill, town physician, was chosen president and J. W. Robinson as clerk.
The first problem was to find somebody from Peoria to serve on the board.
Mr. Mann had been selected, but refused to serve. A. J. Straw was later
elected to the position.
In the fall of 1911, the first high school was opened in the Hill
Building, specifically in the storeroom, which was situated on the present
site of the Glendale City Hall parking area near the corner of Glendale Avenue
and Grand. There were 17 students to start with, but a total of 21 for
the term. Mr. Lelan Hum was superintendent, principal and the only
teacher that first year of operation. His salary was $125 per month for
-34-
nine months. The operating budget for that first year was
Teacher's salary
Seats
Rent (water)
Fuel
Insurance
Janitor
Miscellaneous
$1200.00
150.00
200.00
20.00
15.00
35.00
30.00
$1650.00
School began on September 18, 1911. Desks and chairs were loaned by
Dorris Heyman Furniture Company until the 25 desks,S extra seats, 1
teacher's desk and 1 chair arrived.
On January 17, 1912, because of public demand, it was decided to call
an election to vote $30,000 twenty year 6% bonds for the erection of a
Glendale Union High School, including site, furnishings, and buildings.
On February 10, 1912, 44 people voted, 42 for and 1 against. The 44th
person isn't mentioned.
-35-
The following board minutes were taken from the official records and
show the meeting at which the contract for building Glendale High School
was authorized.
March 20, 1912
The Glendale Union High School Board met in Slaughter's office with
all members present: Hill, Etter, Straw, Slaughter, and Robinson.
To arrange with Jones &Wescott for preparation of plans and sign
the contract for the $20,000 Union High School Building to be located in
Glendale, Arizona
Following is the contract as drawn up and signed:
Office of the Glendale Union
High School
March 20, 1912
Messrs. Jones &Wescott "Architects"
Glendale Arizona
Gentlemen: You are hereby authorized to prepare plans and specifications
for the erection of a Glendale High School to cost including your fees
not to exceed twenty thousand ($20,000) dollars with the understanding
that your fees shall be 5% of the contract price of the same. Such fees are
to be payable as follows: One half on letting contract, one fourth
payable when building is one half completed, and the balance when the
building is completed. It is understood that you are to represent the
Board in supervising the erection of the building, make all drawings and
specifications necessary in the judgment of the Board. It is further
understood that any work you may do anticipating the issuance of the bonds
on the district shall be at your risk of the issuance and sale of the bonds.
To the business-like fulfillment of the foregoing we hereby bind ourselves
the 20th day of March, 1912.
Signed:
J. B. Hill, President
J. W. Robinson, Clerk
Accepted:
Jones &Wescott
By: A. Jones
Meeting adjourned.
J. W. Robinson, Clerk
-36-
First Board members of the G.U.H.S. District.
-37-
Land was purchased on Glendale and 62nd Avenue, and the school
started in 1912. The entire cost of the school as originally built
was $21,636.41, a far cry from the $6.5 million project just
completed (Independence High School). Until the high school was
completed, rooms in houses were rented for instruction. Principal
among these was a room in the Moore house at the present site of the
Sage Motel, which was the home of Harry Moore, early Glendale High
School graduate and Arizona's 9th Secretary of State from 1939-1942.
The Arizona Admission Day of February 12, 1913, was marked by the
dedication of the original "Old Main" of Glendale High School. The
published account of that day in the Glendale paper read in part as
follows:
"With appropriate ceremonies, Glendale's new
high school building was dedicated Wednesday
afternoon. The dedicatory address was delivered
by Thomas R. Marshall, Vice President Elect of
the United States.
Glendale was in gala attire for the event. All
the stores in town and many of the dwellings
were decorated with flags and bunting.
The parade was one mile long. Great credit is
due the school Board and Superintendent for the
success of the event.
All Tuesday night a crew of men worked to
barbecue two beeves in proper style for the
crowd that was expected. And the crowd came.
People flocked in on the streetcar from Phoenix,
by wagon, by automobile and by horseback. The
picnic sandwiches and other good things were
served by the girls of the high school with the
letters G.H.S. on their aprons. Governor
Marshall of Indiana arrived about 1:30 p.m. and
was introduced by Dr. J. B. Hill."
(dateline 2/13/13)
The course offerings of the time featured two directions for the
students. One program was listed as "literary" and was designed for
the college bound. The other was termed industrial and provided for
"manual training," "domestic science," and "commercial skills."
-38-
The following is a list of the first students to attend the newly
formed Glendale district and the courses offered to high school students.
GLENDALE UNION HIGH AND GRADE SCHOOLS
Students in the First School Year
1912-1913
Lee Allen
John Barry
Milton Bennett
William Bennett
Carl Betts
Fannie Brooks
Rebecca Brooks
Helen Campbell
Anna Chatham
Eustace Chatham
Lee Coffelt
Vasco Coffelt
Floyd E. Craver
Donna Durr
Lauren Elkin
Lucile Etter
Elva Fagg
Helen Fauber
Edwin Forney
Elmer Forney
Ruth Forney
Arthur Grassie
Walter Grassie
Helen Hammels
Josephine Hammels
Cora Hammond
Grace Helm
Truman Helm
Maude James
-39-
Gordon Kendrick
Sadie Kurtz
Lawrence Lesh
Celia Ludig
Mitchel Marriott
Walter Scott Merriam
Marguerite Miller
Harry Moore
Bertha Nigh
Cora Nigh
Mildred Randolph
Van Rathburn
Mary Riggins
Eleanor Roberts
Ruth Roberts
Irl R. Robinson
Elsie Rogers
Maude Ross
Kathreen Scudder
John Steward
Elsie Mae Smith
Dove Sturges
Estella Taylor
Archie Theroux
Genevieve Theroux
Henry Van Marel
Edmon Walters
Ray Varney
Verne Whitney
Literary
COURSES - GLENDALE UNION HIGH SCHOOL - 1913
Industrial
Freshman
English, 5*
Algebra, 5
Ancient History,S
Manual Training, }
Domestic Science, 5
Agriculture,
Latin, 5
Music, ~
English, 5
Algebra, 5
Ancient History,S
Commercial Arithmetic, ~ ) 5
yr. and Penmanship, Yz yrJ
Manual Training, ]
Domestic Science, 5
Agriculture,
Music, ~
5
English, 5
Plane Geometry 2-3
Algebra, 1-3 yr.
Mediaeval &Modern
Latin (Caesar), 5
Manual Training,
Domestic Science,
Agriculture,
Music, ~
Sophomore
yr. } 5
History,S
Junior
English, 5
Algebra, 1-3 yr.
Plane Geometry 2-3 yr.
Mediaeval &Modern History, 5
Bookkeeping, 5
Manual training,
Domestic Science,
Agriculture,
Music, ~
English, 5
Solid Geometry, Yz yr.
Agriculture, Yz yr.
Spanish, 5
Latin (Cicero), 5
Chemistry, 5
]5
. Senior
English, 5
Solid Geometry, Yz yr.
Agriculture, Yz yr.
Spanish, 5
Stenog:a~hy, } 5
Typewrltlng,
Chemistry, 5
}5
English, 5
Physics,S
American History,
Civics, 1-3 yr.
Latin (Virgil), 5
Spanish, 5
2-3 yr. } 5
English, 5
Physics, 5
Com. Correspondence, Yz
Commercial Law, Yz ur.
Spanish, 5
Stenography, } 5
Typewriting,
20Yz units for graduation. 20Yz units for graduation
To graduate from either of the above courses, 20Yz units of work is
required. A unit is the work of one 4S-minute recitation each school
day of the week for 36 weeks. In case of a Laboratory subject the time
spent in Laboratory answers for study time on other subjects not studied
in Laboratory.
* The number 5 refers to number of periods per week.
-40-
The first diploma given to a student graduating from the Glendale
district, Alvah Truman Helm, is displayed at the district office.
The units for graduation are as follows for the different subjects:
English, 4
Mathematics, 2~
Manual Training, ~
Domestic Science and AgricultureJ2~
History and Civics, 3
Latin, 4
Spanish, 2
Chemistry, 1
Physics, 1
Music, ~
-41-
Commercial Arithmetic }
Commercial Correspondence
Commercial Law 5
Penmanship, Bookkeeping
Stenography and Typewriting
MINIMUM COURSE OF GRADUATION FROM HIGH SCHOOLS - STATE OF ARIZONA
The State Board of Education adopted the following minimum course of
graduation from the high schools:
. . . 1 year
English . . .. .............•......
Mathematics .. . ..............•....
History (One year of which shall include American elective)
Science (Which must be made up of ~ year Physics, ~ year
Chemistry, ~ year Physics, ~ year Botany, ~
year Physics, 1-2 years Zoology, ~ year
Chemistry, ~ year Botany, ~ year Zoology, ~
year Botany, 1-2 years Zoology, 1 year
Physics; or one year or either) .....
Ancient and Modern Languages eliminated as a requirement.
3 years
2 years
2 years
The minimum requirement for graduates from the high school is
fifteen (15) units, of which eight (8) are required and seven (7)
elective. Five hours, forty-five minute periods for a week's work,
thirty-six weeks in a year. High Schools must offer a minimum course of
two units in Agriculture or any other special course to be designated as
a school to receive State aid.
For the school year 1913-14 enrollment increased to 101 and four
additional teachers were hired: Mr. Jas P. Nolan, manual training;
Miss York for domestic science; Miss Ellis, domestic science; and Mrs.
Steward, music.
At the time of its first graduating class, only 58 students were
eligible. Comments touching upon the athletic program at the time
read as follows: "Its aim is to cultivate a wholesome athletic spirit.
During the past year (1913-1914) the school made a very creditable showing
in basketball, track and baseball. The aim is not so much to always
win (yet this is desirable) but to receive physical training and to
render to visiting teams courtesies that should characterize true sport."
The school was situated on farm land and the acres not used for
the school were rented out each year to managers who would plant and
harvest crops and sell them, the profits going to the school accounts
for maintenance of the school grounds. In fact, during many a board
meeting in those first years, the most important matter brought up was
what to do with the crops that had been harvested, as well as ordering
cars of coal to heat the school.
Good health gained importance in 1918 and in the March school
board meeting it was adopted to give all students attending Glendale
Union High School a "medical inspection." Teachers were also required
to have a certificate stating they were in "good health."
The budget for the 1918-19 school year was $13,750.00. Teachers'
total salaries were $5,700.00; janitor's salary, $1,100.00; supplies,
$475.00; library, $300.00; fuel, $75.00; and light and power, $100.00.
-42-
Additional costs included building and repairs, $440.00; upkeep of grounds
and farms, $100.00; insurance, $200.00; phone, $40.00; apparatus, $100.00;
miscellaneous, $2,000.00; supplies, $400.00 and equipment, $50.00.
Three frame cottages at the cost of $4,500 each were built on the
north end of the school farm to be used to rent to teachers at $30.00
per month. A toilet and tub were removed from one of the school build­ings
where they were not needed and placed in one of the cottages.
It was obvious that women's rights were not out in full force at
this time! Although Mabel Hood had the distinction of being not only
the first woman to serve on the Glendale Board of Education but also
the first woman ever to be elected to public office in Arizona, the
board was very strict about with whom the women teachers associated.
Two teachers in 1918 were told they must not associate with anyone out­side
the school grounds with whom the board did not approve or face the
consequences.
In 1919-1920 the school budget rose to $23,200.00. A new manual
training building was added at a cost of $7,200.00. Sick leave or per­sonal
business was unheard of then, but you could get a leave of absence
with the board's approval and the salary of the substitute was paid from
the teacher's salary who was on leave.
1920 - 1929
The twenties saw improvements made to the high school, vacations
established, rules and regulations added and changed, and an increase in
the enrollment and the budget.
Because of a great increase in population and the traveling
distance involved, Peoria Elementary School District withdrew from the
Union High School District in 1920, and a new high school was built with
a $75,000.00 bond issue that' was passed. With the establishment of Peoria
High School, much of this problem was relieved. During this period,
non-diploma students from grammar school were admitted to high school on
condition, placed in classes by themselves whever it was possible and
allowed 6-9 weeks to prove that they could do the work even though they
had not graduated from elementary school. The subject matter was not
made easier for them, and they were told that if they could not keep up
with their studies, they would be sent back to grammar school.
High school students until this time were allowed to attend Phoenix
Union High School District schools with the district paying tuition as
long as the board gave approval. On the other hand, non-resident
students could attend Glendale Union High School if a $30.00 tuition was
paid.
-43-
The budget for 1920-21 was $35,225.50. During this period of
growth, the streets in front of the school were not paved and conse­quently,
the city council was asked to continually sprinkle the road
to keep the dust down.
Community residents held baseball games on school grounds. Betting
and gambling were carried on during these games. When the board found
out about it, they decided to forbid all gambling or the outside parties
could not use the grounds. A month later, because of petitions drawn
up from parents and a concerned community, all outside use of the high
school grounds was eliminated. It was many years before outside use
was reestablished.
In the fall of 1920, one resignation took place. Miss Bartlett,
English teacher, resigned because of insomnia. The first vacations were
also established and are still in use today: one day fair vacation,
two days for Thanksgiving and ten days for Christmas.
The budget for the school year 1921-22 was lowered to $27,750.00.
During this year, a central steam heating system was installed as was
an indoor plumbing system. Equipment, refurnishing and a new building
were also begun at a total cost of $66,350.95.
In the 1924-25 school year there were 11 teachers, 1 janitor and
Superintendent Mr. Duncan McRuer. (J.O. Kenwall, Benjamin H. Scudder and
C.A. McKee preceded Mr. McRuer following Mr. Hum.) A doctor was furnished
for the school the following year, the catch being that if he wanted a
nurse, it was at his own expense.
Transportation of students was discussed in October 1926. The
board decided not to buy a bus this year, but to get someone responsible
to drive his own car, transporting not less than five pupils at the
rate of 10 cents per mile. The monthly expense was not to exceed $40.00
to the district budget. So began the first crude methods of busing.
Hot lunches were served for the first time in the Home Economics
Building in November of 1926. Lunches were 15 cents and girls helped
Miss Scott, the domestic science teacher, prepare the food in exchange
for their own lunches. The lunch was designed to be self-supporting.
For Christmas 1927, the Home Economic students sent each board member
a cake to help celebrate the holidays.
A committee of high school students including Retha Bolding,
Kathryn Tilbert, Howard Twitty, William Wolfe, and Louis Sands, Jr. met
with the board to present a petition requesting permission to hold
board controlled dances in high school buildings for all high school
students. Permission was given to hold one dance as long as a police
officer was on the grounds during that time. A committee of church
members from Glendale protested the decision and it was overturned.
Dances were prohibited from being held on school premises.
-44-
Near the end of the twenties two new buildings, a farm shop and a
woodworking building, including additions and refurbishings, were decided
on and a new bond issue went before the people.
1930 - 1939
Increase in salaries, additional rules affecting teachers, busing
of students, making Glendale High part of the city limits, exchanging
students with other high schools, expanding the curriculum and continu­ing
construction all took place in the '30's. Sixteen teachers served
Glendale High School in 1930 with the average salar~ at $1,700 a year.
Serving a school lunch in a specific lunch building was again
brought up, but it was decided that there were no suitable buildings on
campus for serving and that the majority of pupils preferred to eat on
lawns and be out of doors during noon. In addition, no caterer had
been found that wanted to operate the program and do so without
the privilege of serving candies and soft drinks (strictly prohibited
then).
Athletic rivalry was as prevalent in 1930 as it is today. "Athletic
enthusiasm" was the guise used for an inter-school incident in January
of 1930 involving 20 pupils from Glendale High School. Parents complained
that the students, even though some had permission to leave campus,
should receive some form of punishment for interfering with activities
at another school. The principal of Glendale Union High School gave
the students a choice of suspension or 45 minutes each day after school
for a period of 2-4 weeks.
The budget for 1930-31 rose to $61,565.00 and 24 teachers were employed.
During this year, trade and industries evening courses were introduced.
Art was introduced in 1936 and the first art teacher was told he could
have a class as long as 12 students enrolled each semester. In
1934, the first school librarian was hired.
The board asked the Glendale City Council to take the high school
property into the city limits of Glendale and that the Board would spend
the necessary money to see that it would be done. This move, which was
approved, resulted in a substantial savings in insurance.
In November of 1930 it didn't pay to be sick! A teacher was re­imbursed
one-half the price of a substitute for 5 days, but thereafter,
the teacher paid all! A doctor was hired by the school for $150 a year
to take care of all school accident cases. For other services of the
doctor, the charge was $1.00 per pupil.
For the 1931-32 school year, the first bus was purchased for trans­portation
at a cost of $3,570.00 (three others were obtained by 1936
because of increased enrollment and distance from homes to school); the
number of teachers rose by two; and the average salary was $2,000 per
year. By 1933-34 the teacher-pupil ratio was 1 to 25 on the basis of
an enrollment of 400.
-45-
Two other decisions were made in 1934. Married women teachers
became a concern of the board that year, and it was decided that all
female employees were to be single. (In 1938, Mrs. Trueblood was the
first teacher to be fired for getting married!) Allowing outside groups
use school facilities became prevalent during this time and has con­tinued
to be so to this day.
During this decade, an exchange began between the school districts
where a student from Glendale could go to Phoenix Union at no cost if
an equal exchange of a Phoenix Union student could be made. Otherwise,
the state and county per capita had to be paid.
By 1935, a student dress conformity was brought up.
wanted a middy blouse for the girls' dress and encouraged
purchase such if they could afford it, but didn't then or
it mandatory.
The board
all to
ever make
In the decade of the thirties, Glendale was still surrounded by
farm land and tenants, so that it was not unusual in November of 1937
for the board to discuss Mr. Harelson's horses that had practically
eaten the posts of the line fence off! He was asked to bear the repair
expenses.
The year 1937 brought two other changes. Teachers now had to have
chest x-ray certificates and Christmas vacation was extended. (The
reason for the extension was to finish refurbishing the interior of the
school, but the vacation was never shortened again after that.) By the
end of the decade Good Friday was added to the vacation time.
Up until this time federal funds, flowing through state agencies,
were received for the agriculture program and vocational program. In
1938, the first general federal aid program to schools came into being
to allow construction of buildings and alterations to existing school
buildings and purchase of equipment.
In September 1938, a bond election for $60,000.00 for two new
buildings on the campus (a physical education building and an audi­torium),
additions and alterations to existing buildings, improvement of
school grounds and purchase of equipment was held. It was approved by
a vote of 250-162.
1940 - 1949
World War II had a great effect on students, teachers, and the
curriculum; lunches were first served on campus during this time;
additional policies for teachers and students came into being; gradua­tion
requirements were changed; and thought was given to building
another high school in the district.
The eve of World War II,
and U.S. entry was imminent.
1941, the war was building up in Europe
Reactions were felt on the Glendale campus
-46-
as well as others in the state. First came the concern over propa­ganda
assemblies being held. They were discouraged as much as possible.
A decrease in enrollment was felt that year and with it came the patrol­ling
of high school grounds which were and would be out of bounds to
soldiers. This expense was shared by the city and the school district.
Both contributed to the paying of a night watchman and the lighting of
the school grounds.
The U.S. Congress mandated that on March 1, 1942, all persons of
Japanese ancestry had to move north of Grand Avenue or go to a Reloca­tion
Center. Thus Glendale High School was closed to all such students
until the end of World War II. Many of these students attended Peoria
High School beginning in September 1942.
As the war continued, the government requested that all typewriters
be turned into the armed forces. Gas for school buses became scarce by
1944. Companies supplying schools were not getting their allotments.
Where feasible, consolidation of bus runs with the grammar school to cut
mileage proved necessary. As a direct result of the war, classes in
pre-aviation began.
During this war period study halls were eliminated and the library
was moved into these quarters. The funds previously used for supervis­ing
study halls were switched to building up the library.
Discussion began on opening a cafeteria in 1941, but it wasn't
until 1947 that the idea became a reality, when a special bond election
for $52,000 for that and other improvements to the school was approved.
The cafeteria opened in 1948 and served between 250-300 students daily.
For some years now the district was allowing teachers to live
outside the district, but the decision was reversed in 1945. The policy
on married women teachers was also "slightly" revised reading:
"Married women teachers, unless heads of families,
were not to be recommended if capable single
teachers were available."
By the end of the war, 1945, the enrollment rose to 681 with a
budget of $103,429.75. Enrollment was up so drastically from the
previous year that additional funds had to be obtained to hire One
additional full time teacher and one part-time teacher.
Now that the war was over, the board agreed that Glendale Union
High School should assist the Veteran's Administration in offering "On
the Farm Training" to veterans and employ a qualified agricultural
instructor to carryon the program.
Two important events happened in March 1946. Robert Ashe was named
Superintendent, replacing C.A. Yeoman who had served the district for
many years, and a new bond election was held to raise $125,000.00 for a
science building and stadium for the athletic field. It was overwhelm­ingly
passed.
-47-
The new stadium at Glendale, named the "Glendale Memorial Stadium,"
was dedicated in 1946 to the memory of former students who gave their
lives in the war. The V.F.W. and the Lion's Club of Glendale provided
a statue for the stadium. Another bond election passed in May 1949 to
raise $90,000 for additions to the auditorium and the gym and furnish­ing
each.
For the 1946-47 school year the Classroom Teachers' Association at
Glendale proposed a salary schedule of $1,800 base and 10 days sick
leave (the sick leave was not cumulative until 1948, and then only for
30 days, and a doctor's excuse was required if you were absent more than
two days). There were 27 teachers, with an average salary of $3,000.
In the late '40's the Mothers' Recreation Club was the first to get
the board to allow dances to be held in the gym when sponsored by a
high school class or club. Bus transportation now extended to field
trips, picnics and parties under certain provisions. Medical benefit
rates for all supervised activities were worked out and paid to Glendale
doctors in lieu of the flat fee in the past. Student lockers were
added. The 10 acres adjoining the high school were made into a city
park. Teachers were now required to begin their teaching assignments
one week before school started and end one week after school was let out.
A course in guidance for faculty members was organized, and legislation
of $115 state appropriation for the average daily attendance of every
elementary and secondary pupil was approved.
Graduation requirements were changed to 18 units, 2 of which
could be non-solids. This affected the 1950 graduation class. Other
requirements included:
English - 3
Math - 1
Lab Science - 1
World History - 1
American History - 1
Modern Problems - ~
Civics - ~
Seniors who failed to meet all graduation requirements, but who
promised to do so in summer school, were allowed to go through commence­ment
exercises, but they did not receive the diploma and their names
were listed in a separate column.
On February 12, 1948, it was suggested at the board meeting
that because of the rapidly increasing school enrollment and increasing
birth rate, the possibility of purchasing additional property for a
school, possibly near Sunnyslope, should be seriously considered.
Within four years the estimated population of Sunnyslope was to be
10,000 people. Thus was sown the seed for Glendale Union High School
District's second high school.
-48-
The 1948-49 school year saw two additions ushered in along with
increases in salaries, budget, and student enrollment. In March of
1949 the Teacher Tenure Bill was passed by the state legislature and
the first school nurse was hired that November. The budget rose to
$253,049.00 with the average salary at $3,800. Nine-hundred students
were enrolled, compared to 750 the previous year.
Near the end of the decade a very unusual incident occurred at
Glendale. Rodeo vacation was on a Thursday and the students wanted
Friday off, too. Superintendent Robert Ashe said that if the district
gave them Friday they would have to add days on to the end of the school
year to make up for that one extra day off. The students suggested
that they go to school on the teacher's AEA Convention day off! The
Superintendent got board approval, and so school convened on that
Friday without a single teacher or administrator on the campus. Upper
classmen and students within the classes were used as teachers. The
Republic & Gazette reported the event in the daily paper and custodians
on campus (the only adults around that day) reported all classes went
well and they believed the students learned more in some classes than
when teachers were there!
The 1949-50 school year saw more students than Glendale could
accommodate, so a new policy for out-of-district pupils had to be
adopted. It read: "Students who are now in attendance at Glendale
Union High School may continue their high school education at G.U.H.S.,
but no additional out-of-district students will be accepted unless it
is on a trade basis with other high schools." Overcrowding became an
important topic and news releases were given to the Republic & Gazette
so that people might feel free to offer suggestions as to what should
be done.
Another new policy formulated dealt with married students. It
read: "Any student in Glendale Union High School who gets married
without giving the school notice three days in the advance of such
marriage will be suspended for the remainder of the school year." It
was revoked in 1954. The average salary during this year was $4,300
for tenure teachers (of which there were 22) and $3,600 for non-tenure
teachers (15 of these).
1950 - 1959
Because of a tremendous increase in the population of Northwest
Phoenix, the '50's saw two new schools open, Sunnyslope and Washington,
and one school, Cortez, in the process of being built. An administrative
handbook was printed, a district-wide dress code was adopted; the
philosophy and objectives of the district were formulated, and new
policies concerning students and staff members came into being.
In April 1950 two possible sites were chosen for new schools. The
first would be near Sunnyslope, ready for operation in September 1951
to accommodate 9th and 10th grades from Washington district. A survey
was taken of home owners in the area and 75 per cent favored starting
to work on the high school immediately.
-49-
A bond election was held in December 1951 for $295,000.00 to purchase
29 acres. The vote was 1,357 to 1,040. Nineteen classrooms were
planned. A lawsuit was filed, trying to invalidate the bond issue and
hold up construction. Changes in construction held it up some more
until finally, in December 1952, the site was officially named
Sunnyslope.
The year 1951 brought some new changes and the formation of ideas
to consider. A P.T.A. unit was in the minds now of board members and
parents. There was talk of putting evaporative coolers in all school
buildings. Washington's birthday was celebrated for the first time
by giving students the day off. Substitutes were being paid at the
rate of $12.50 per day. (A few years later, regular teachers began
getting paid for taking additional classes.) Glendale applied for
and received social security benefits for the first time that year.
Student teachers, the elimination of World History as a graduation
requirement and new sick leave negotiations were put into effect. And
Phoenix Union High School decided they were willing to trade students
when it appeared advantageous for the student.
At the end of the year and the beginning of 1952, the idea of an
administrative policies handbook was brought before the Board and they
felt it would be desirable to print one. However, after many altera­tions,
meetings and revisions, the handbook was two years in the making
and first appeared in the fall of 1954. It was revised, made briefer
and clearer, and reissued.
The Washington High School site was picked out and voted on in
May of 1952. As soon as the potato crop for that year was harvested,
work began. A name change went into effect. Since there were now
two schools, Glendale Union High School was changed to just Glendale
High School. Groundbreaking for Washington was on January 11, 1955,
and it was officially named on February 7, 1955.
By December 1953 Glendale and Sunnyslope were operating far above
capacity. Sunnyslope was not even completely finished by then. With
surveys showing increased growth of the area and increased birthrate,
Sunnyslope needed to be completed and a new bond issue to complete
Washington High had to be voted on. The bond issue of $1,370,000.00 in
March 1954 to finish Sunnyslope at a cost of $320,000 and build Washing­ton
for $900,000, build an administrative center for $30,000 and give
additions to Glendale was voted on. The first time it failed, but
citizens in the Washington area petitioned for another election,
getting "coffee klatches" together to let everyone know about the
districts' needs and sending chain letters. The second time, it passed
overwhelmingly.
Double sessions could not be avoided for Glendale and Sunnyslope
for the 1954-55 school year. Seventy-seven teachers were in the dis­trict
with a base pay of $3,000 and a budget of $617,982.00.
-50-
June 1954 saw the exchange policy revised. "Attend
your district when possible. Students may be exchanged,
to pay additional costs if the school district assesses.
dent is not part of any high school district, either the
district pays or parents pay."
school in
but may need
If the stu­elementary
The question of vacation time once again became an important
topic. The one-day rodeo vacation was always a bone of contention.
Up to now, one day-Thursday-was given. but because of the percen­tage
of absences that second day, it was decided that Rodeo would be
a two-day holiday. The entire rodeo holiday was finally revoked in
1967.
Robert Ashe resigned as superintendent in June 1955 to teach at
Arizona State University. Mr. Wes Townsend became superintendent and
remained until 1959 when Mr. Melvin Zinser took over.
In the 1956-57 school year, all incoming freshmen had to have a
physical; the first psychologist was hired jointly by the high school
and elementary district; teacher in-service, \ day each month, started; and
the school treasurer and vice-principal were designated as assistant
principals. Still another bond issue in October for addition to the
three schools passed.
An incident at Washington High in January 1957 paved the way for
adoption of a dress code. It seemed there was an organization on cam­pus
known as the "Gamblers", a boy's hot-rod car club not sponsored
by the school. They wore black leather jackets with white letters
spelling out "Gamblers" and four playing cards stencilled on the
back. The boys had been talked to by the principal, who tried to
explain to them that the atmosphere they were setting was "not con­ducive
to what we would like to have at our high schools." The boys
could see nothing wrong with their clothes. and since there had been
no policy set up by the Board, nothing could be done. But out of this
grew the Student Dress Policy which read:
"Student dress, personal appearance, and conduct
are required to be of such character as not to
disrupt or distract from the instructional procedure
of the school or tend to diminish the disciplinary
control of the teacher."
It was immediately adopted.
On January 6. 1958, the Board adopted the philosophy and objectives
of education as worked out by the Administrative Council of the district.
The statements are as follows:
EDUCATIONAL PHILOSOPHY
A philosophy is a system of values serving as guide­posts
for attitudes, beliefs and actions.
-51-
Gttw.lDAl . COiYUaUNITY COLLEGE liBRARY
The philosophy of education in our school reflects
the ideals of American democracy. It is therefore
concerned with the maximnm development of the indi­vidual
and with the preservation and growth of
society. It is also concerned with the learning
process, recognizing that learning is individual
and dynamic and results in a change of attitude or
behavior.
Our school is a democratic organization conceived
as a controlled learning environment available to
all children at public expense, responsive to com­munity
will, and based upon an understanding of
the proportional freedoms, contributions, and
responsibilities of students, teachers and adminis­trators.
It is the obligation of our school to establish for
all students a program adapted to their varying
abilities which both meets the common educational
needs essential for responsible citizenship and
provides the opportunity to develop their differ­ing
and socially useful talents.
STATEMENT OF OBJECTIVES
The schools of the Glendale Union High School
District shall provide the opportunity for students:
1. To develop and maintain sound mental and
physical health.
2. To develop an appreciation of the rights and
obligations of citizens in a democratic
society.
3. To develop an appreciation of the rights,
privileges, and obligations of citizens in a
democratic society, including a respect for
other persons as well as themselves.
4. To acquire concepts, skills, and attitudes
which will enable them to make successful
beginnings in the home, one or more areas of
business, industry, or further education.
5. To appreciate the significance of the family
for the individual and society, and the condi­tions
conducive to successful family living.
6. To understand, evaluate and participate intel­ligently
in our economic system.
7. To understand the methods of science, the
influence of science on human life, and the
main scientific principles concerning the
nature of world and man.
-52-
8. To understand and apply mathematical skills
commensurate with their abilities.
9. To develop their capacities to appreciate
literature, art, music, and to grow aesthetically.
10. To learn to use their leisure time well, and
to budget it wisely.
11. To grow in their insight into ethical values
and principles.
12. To grow in their ability to think rationally,
to express their thoughts clearly, and to read
and listen with understanding and an open mind.
13. To recognize and develop creative abilities.
14. To understand their interests, capacities, and
motives.
CURRICULUM REVISIONS
1. 20 units of work required for graduation.
24 units possible. Any full-year subject suc­cessfully
completed gives 1 unit credit.
2. 11 units of work required
They are:
English----------3 units
Social Science---3 units
*Science----------2 units
for all students.
Mathematics-----l unit
Phys. Education-lYz units
Health----------Yz unit
*Recommendation for content of science courses to be made
through a ~cience teachers' workshop. A course in science
will be required at the fresman level, assuming that the
program is adapted to ability grouping.
3. In addition, a course in functional mathematics
will be required of seniors who do not pass a
standardized test in arithmetic during the 11th
year.
4. Every girl will be encouraged to take at least
one year of homemaking and every boy one year
of industrial arts.
5. Study halls will be used only where it seems
advisable.
6. Courses which fail to enroll 15 or more students
will be kept at a minimum. Exceptions will be
made at the discretion of the Administration.
7. Group by ability in feasible areas.
The decision as to which curricular changes can be put
into effect next year will be made by the administrators
in separate schools.
-53-
The 1958-59 school year saw 172 certified personnel employed at
the three high schools and district office, substitutes being paid
$15 a day, and the realization that an early registration format should
be put into effect so administrators would know how to plan for classes.
Because of increased enrollment, all three schools went on double
session for the 1959-60 school year. The first department heads were
chosen for improved instructions. The salary base for teachers rose
to $4,290. A pool was installed by the city next to Sunnyslope, but
the school had to give up land for its construction so that it could
be used for the school's physical education program.
As early as 1956, thought was being given to the purchase of
more land for school sites. Mr. Guy Rooker had 30 acres at 31st Avenue
and Olive, which he eventually sold. At first it was used as a summer
recreation spot for Alta Vista students. Construction was not to
begin until 1959. At that time two bond issues went before the people
within one year. The first one was in September of 1958 for purchasing
Mr. Rooker's land for the new school and for additions to the other three
schools. Then in May 1959, a $1,686,000.00 bond issue was approved to build
the school.
The public, through newspaper ads, was asked for names for the new
high school. Students at the three schools also participated. The
name "Cortes" was chosen and the "s" became a "z" a few weeks later.
Groundbreaking ceremonies took place on December 10, 1959, and the
school was ready to open in the fall of 1960.
1960 - 1969
The sixties saw many changes in the school curriculum and require­ments
for graduation; a new district office; the addition of special
classes to meet the needs of all students; two completed high schools,
Cortez and Moon Valley; the purchase of additional land for further build­ing;
and the crises of student unrest.
At the beginning of the decade, a distributive education program
was adopted on a trial basis at Sunnyslope and was so successful that
it was put into all the schools by the end of the sixties. The ICE
program (Industrial Cooperative Education) and HERO (Home Economic
Related Occupations) program both started in 1970 at Washington with
the same results.
Some new decisions during the early '60's included: NCA requlrlng
all students to be in school for six hours excluding lunch, schools to
be built in the future accommodating 2,000 students, and all teachers
earning three semester hours of credit every four years to advance on
the salary schedule. At the end of the decade, a major medical insurance
plan was started for all employees.
Activities such as tennis, porn pon, boys' athletics and dance band
were now considered student activities and not granted credit or be
part of teacher loads as had been done in the past.
-54-
I
A different approach, a community support plan, was used for the
March 1961 bond election of $2,900,000.00 to build Glendale, Cortez and
Washington to 2000 capacity and Sunnyslope to 1650 capacity. The plan
was initiated to help get this bond issue passed. Meetings were held
and telephone committees formed that spent many hours explaining to
the public the necessity of the bonds.
In the fall of 1961 a site was selected for the district office
at the present location and purchased in 1962 when construction began.
Since its completion, additional construction was completed in 1972
so that it is now twice its original size.
Grades were of concern to parents during this time. At one board
meeting, parents complained that just because their sons were not
athletically inclined and received poor grades in P.E., they should
not be kept from being on the honor roll. Grades, they felt, should
be based on interest and effort, rather than skill and performance.
From this meeting, a modified grading system was announced enabling
students to achieve higher grades earlier in the year and recognize
student improvement and effort as well as performance. In addition,
graduation requirements we~e chang~d to include English 7-8, revised
in 1968 to include World Literature, and both completely eliminated
when the elective program came into being in 1971. The requirement
was changed to read English 1, 2, 3, 4, and two years of electives.
By 1962-63 there were 229 teachers and 16 administrators earning
a base of $4,800 to the top of $8,550, with a budget of $3,224,623.94.
The ye;lr 1962 also saw some new programs and additions. Old Main,
Glendale's first building, was demolished and at the same time school
sites for the four additional schools, Apollo, Thunderbird, Greenway
and Independence, were picked. A Special Education Program started
at Cortez by Mr. John Nelson for students who could not meet with
success in the decelerated classes. (This eventually became the EMH
program.) This program was so successful it was the start of a district­wide
program. A few years later, from an institute at Sedona on the
improvement of educational opportunities for all children, grew a
project to identify education~lly unsuccessful, handicapped or deprived
students and establish better programs. Studies indicated that 80 per cent
of the unsuccessful students had some typ~ of reading difficulty.
Just before his death, President Kennedy asked school districts
across the nation for ,help in solving the drop-out problem by persuad­ing
students to return to school in the fall of '63. An attempt was
made by the Glendale district to personally contact every student who
had pre-registered and did not show up at the beginning of school. As
a result, over 25 per cent of these students returned to school.
The year 1964 saw another bond issue for $2,440,000.00 pass using
the community support plan, Mr. Zinser resigned as superintendent with
Mr. Fred Miller becoming acting superintendent until the hiring of Mr.
Howard Roberts later that year, and Moon Valley grouudbreaking ceremonies
were held on November 9, 1964.
-55-
By 1965 the schuo1s were required to have a program that included
a salute and pledge to thl~ flag, tax sheltered annuities were started,
and the district schools first participated in the Model United Nations
at the University of Arizona.
In the mid-sixties both Sierra Vista and Deer Valley wanted to be
annexed into the Glendale system, but after careful consideration, both
were denied. Deer Valley students, however, do attend district schools
and will continue to do so until their high school is built.
On-campus suspension was started in 1966. It was felt that some
students wanted to be off campus and so they were truant. This new
policy made them think twice about misbehaving and at least kept
them in school and off the streets.
At the end of the 1965-66 school year, Phoenix Union ended its
student exchange program with other districts, but we continued ours
for a few more years before it was eliminated.
When rodeo vacation was finally eliminated in 1967, the extra day
was added to Easter vacation, making the holiday Thursday, Friday,
Monday and Tuesday.
For many years the district would not participate in direct federal
funding. (Up until then we were taking federal money given through
the states.) The foremost reason for this was because the amount of
money was nebulous and it was felt federal control is bound to follow
federal aid. But now we were beginning to need necessary materials
and equipment for improving instruction in science, math, foreign
language, English, history and reading. Because of such a negative
reaction of the community, the board revised its previously approved
motion and held off any federal aid to the district schools. Within
3 months, though, it was passed. The fall of '67 saw the first federal
project for $29,770.00.
A bond election in October 1968 for $5,500,000.00 for Apollo and
remodeling the other schools was voted on and approved. Until 1969
the land purchased was used to raise crops. Then construction began
and the school was ready to open in the fall of 1970. It was dedicated
on Friday, November 13, 1970.
Near the end of the decade, during the national crises of student
unrest, problems also existed on the Glendale district campuses with
student behavior, drugs, and vandalism. Teachers were educated about
drugs by professionals and taught how to handle problems resulting from
their use. The teachers and professionals, in turn, educated the
community on narcotics. A drug abuse task force was formed which
included educators and police officers. "Dope Stop" was started at all
schools, where high school students participated in a program to edu-­cate
grade school children on the danger of drugs.
-56-
After five years of work, the Administrative Guide containing
Board policies, district rules and procedures was completed and
distributed to all school personnel.
1970 - 1978
The 1970's brought four new schools to the district, Thunderbird,
Greenway, Apollo, and Independence; a less formal dress code;
additional federal and state programs and special education programs;
a major change in the English program; a revised statement of the
philosophy and goals; vocational program development; and plans for
future additions and growth.
The March 1971 bond election was for $10,500,000.00 for four year
proposed improvement projects at all schools and the two new sights,
Thunderbird and Greenway. It passed 1,962 to 1,220, again with the
help of the community action plan.
Thunderbird ground breaking was Nov. 4, 1971. Less than a month
later the sight for Independence was purchased. Greenway ground breaking
took place May 31, 1972. Both Greenway and Thunderbird were dedicated
on Oct. 26, 1973, while Independence ground breaking was on Feb. 12, 1976,
and its dedication on Nov. 17, 1977.
Out of the turbulent '60's grew a student request for less formal
school attire. Ken Guy, student body president of Cortez, and Max
Kaslo, principal, presented two letters requesting changes in the
dress code at Cortez. The board asked the president, representatives,
and principals of each school to submit ideas and opinions. Committees
were formed and reports submitted after one semester. During that
trial semester, each school could decide, if they wanted, to allow
girls to wear pants and give some definite dress and grooming standards.
During this time there were three court decisions in Arizona favoring
the student. From the reports and good experiences on the campuses,
a new relaxed dress code was formed and has continued until the
present.
Two other changes concerning students were altering the grading
periods from every six weeks to every nine weeks and requiring students
to only take a minimum of four classes so they could be out by noon if
economic circumstances forced the student to work after school.
Many special programs and changes began in the early 70's.
Some were state and federal programs; others were only within the
Glendale district. In November 1970, three new federal and state
programs began. They were:
1. ESEA Title I - a special program to help
disadvantaged, primarily the Mexican-Amer­ican
students at Glendale and Apollo.
-57-
2. ESEA Title IV - a special vocational program
for special education students at Apollo.
3. PL90-35 Title V EPDA - a training of Mexican­American
classroom aides.
Federal programs shifted in their areas of emphasis, and the
district has moved with the times. It was hard to establish contin­uity
in the program, because thrust was constantly moving in new
directions. People became very concerned with the handicapped in
the early '70's. The orthopedically handicapped program was started
in 1971 at Glendale. Mrs. Alan Margolin, a parent, requested a
program for students with learning disabilities to be considered.
It was approved for all schools for the 1972-73 school year and more
than doubled its facilities in five years.
Within the district, WACOP (Westside Area Career Occupations
Project) began in the early '70's and serves more than 60,000 students
in western Maricopa county, giving them orientation and vocational
counseling.
In the administrative structure, a new plan providing for a
dean of students was started for the 1971-72 school year. This
relieved the load of the assistant principals and allowed for a
more concentrated effort on the part of the schools to deal with
behavior problems.
The decision to make Thunderbird and Greenway open-space con­cepts
(small and large group instruction) was a long thought-out
process that involved many trips to various schools, viewing, re­searching
and reporting what was being done. Two major points were
made emphasizing what the Board felt was an important move towards
better education for all.
"There are some areas in which education must do
a better job, for example, individual differences.
As you well know, the spotlight is on the learner.
He is taking his rightful place in the center of the
stage. We have spoken out about differences among
people, about adapting the education to individual
needs. Educators and builders have professed their
commitment to schools but when it comes down to brass
tacks, too often the school has been designed with
the individual being forgotten. Too many think in
blocks of 30 students with one teacher, lockstepped
together in a tradition. We can no longer do this.
We must insure that all individuals have an educa­tional
program consistent with their ability and need.
I think open space will serve this need.
-58-
Another major point, we must do better in having
students develop a sense of responsibility for this
social development. We must have a school where
students can be responsible for the governing of
their school, where they can realize that to learn
is their responsibility as an individual. We must
do a better job in teaching students how to learn,
how to think, and how to make choices. They are
going to have to make decisions about their own
program and they are going to make decisions that
are well thought through. They are going to be
monitored and helped. In this educational involve­ment,
there is going to be emphasis that each stu­dent
is responsible for his own behavior. If the
students are going to achieve better, they must be
provided with an educational environment where they
can practice and experience the effects of their
behavior on others."
The open-space concept passed and was integrated into the educational
program.
A major change came in the English curriculum during 1972. An
elective program was set up for the junior and senior levels so that
students would have a variety of classes of interest to choose from,
yet keeping the basics incorporated into each course.
Along with the new elective program, the GEMS (Glendale Educa­tional
Management System) evaluation began in 1973 to develop a pro­gram
of "accountability" to the general public of the district in
reading, writing and computation.
Four other significant events happened in 1972. Dr. Roberts
resigned as superintendent and Dr. William Jones took his place.
Second, a ninth-grade minimum reading level was adopted by the
G.U.H.S. district as required by a new state law. Third, the PAYS
(Police Assisting Youths In School) program began in all the schools.
The purpose of having a police officer on campus was not only to
maintain order and law enforcement, but also as a resource person
with the objective of improving the relationship of young people
toward law enforcing officials' functions and responsibilities.
Lastly, the due process law went into effect. As established by
the U.S. Constitution, every student was entitled to due process
before disciplinary action such as suspension or expulsion could
by administered by school officials and the Board.
In 1975 the district participated in the delinquency prevention
involvement program in cooperation with the Maricopa County Juvenile
Court Center. A probation officer was housed at Moon Valley and in
two years expanded to the other schools.
-59-
Another program was the Alternative School, introduced at Pioneer
Village and Arrowhead as a recovery program for the dropout. In 1976
a special building was purchased next to Apollo for these students and
the program continued to grow. A pilot program for the gifted and
talented was also introduced.
The Alternative School is located next to the Apollo campus.
The bond election passed on May 14, 1974, was for $14 million for
Independence and remodeling at other schools. A special levy brought
the total to $18 million.
The U.S. Department of HEW issued rules during 1974 forbidding
sex discrimination in education. The rule said all students must have
access to all courses offered regardless of sex. This altered many
school activities which at one time were specifically for one sex or
the other.
Still further additional facilities and programs have been added
to provide assistance in needed areas. Vocational Education facilities
at the district office site made available a business machine repair
program and printing in the graphic arts. A night school program was
introduced and proved successful in providing opportunities for those
students unable to attend during the regular day. A program in speech
-60-
therapy started and additional staff was provided for the hearing
handicapped. And for the first time in the district, programs for
the trainable mentally handicapped youth of high school age were
provided.
A revised statement of the philosophy and goals for the district
was issued in 1976. It reads as follows:
In our free and democratic society, the public school
is one of the most highly valued institutions, enjoying
a rich heritage and a noble mission. Society is
believed to be pluralistic and dynamic in nature;
therefore, the school must preserve and protect the
past while providing a means for orderly change to
meet the challenges of the future. The school should
be responsive to the values and needs of society and
answerable for its efforts. The primary aim of the
school is to provide for the intellectual growth of
students in an atmosphere which fosters emotional
maturity and social responsibility throughout life.
Students within our schools have varied talents and
needs; they inherently desire to learn. Learning is
dynamic, developmental, life-long, and experiential.
It is most effective when motivated by the students'
own needs and values. Therefore, the educational
process should stimulate curiosity and allow indivi­duals
to experiment, explore, and grow in an environ­ment
characterized by trust, respect, and tolerance
for others.
The Glendale Union High School District consists of
a community of people---students, teachers, admini­strators,
parents, patrons---working together to
achieve these ends.
As the means of fulfilling our philosophy as a district,
the following goals are set forth:
... The students should continue to acquire basic skills .
... The students should understand the rights, privi­leges,
and obligations of citizenship .
... The students should understand sound mental and
physical health principles and relate them to
their own lives .
... The students should be encouraged to make career plans .
... The students should be able to understand and
participate intelligently in the economic system .
... The students should increase their capacity to
understand and appreciate culture, beauty, and
human achievement.
-61-
.•. The students should appreciate the significance of
the family for the individual and society, and the
conditions conducive to successful family living .
... The students should acquire skills which enable
them to act as responsible individuals and as
cooperative group members .
... The students should develop knowledge and skills
for the use of leisure time .
... The students should continue to develop a positive
self-image .
... The students should have a positive attitude toward
independent thought and life-long learning .
... The students should continue to develop insight into
ethical values.
The budget for the 1977-78 school year was $31,920,352.00; the
salary base, $8,866; the top, $20,661; and Glendale pay scales were
one of the highest in the state. Course offerings for 1977-78 totaled
250, a far cry from the 24 of 1913. The general population grew
from a scant 4,000 to an estimated 260,000 and from one teacher in
1911 to over 1,200 for 1977-78.
One new program started the fall of 1977
program at Apollo and the Alternative School.
would reduce vandalism and provide additional
was a "live-in" pilot
It was hoped that this
supervision.
The board hired architects to design auditoriums for district
schools. Federal public works funds through the Economic Develop~ent
Act provided the monies needed to build a 640-seat auditorium at Moon
Valley. Remaining auditoriums were funded through residual monies in
the $14 million bond issue and 30-cent levy fund in 1974 and built
as monies became available.
Nearly all of Glendale's bond issues throughout the first 66
years of existence were passed because of a strong community desire
and foresight of the importance of giving their children and other
children the best possible education.
The Board's wish for the 1977-78 school year was that the extremely
fine partnership that had developed by cooperative efforts of the
Board of Education, staff, students and community would reach even
greater heights in the continuing quest for the best possible quality
educational programs for our schools.
-62-
"A good education consists in giving
to the body and the soul all the
beauty and all the perfection of
which they are capable."
Plato
School Histories
-63-
Glendale High School
BACKGROUND AND CONSTRUCTION
In the fall of 1911, Glendale Union High School's doors were opened
for classroom operation by its first principal, superintendent and teacher,
Mr. Lelan Hum. For the 1500 to 2000 people in this
thriving agricultural community, this school, "Old
Maine," as the students later called it, was to be
Glendale's first high school.
Gathered for instruction in Dr. J. B. Hill's
storeroom (now Hearn Brother's store at Glendale
and Grand) were 17 to 20 students, mostly freshmen,
and Mr. Hum. The classroom consisted of borrowed Dr. Leman
tables and chairs from Dorris-Heyman's furniture
store and a single blackboard. The cost for the school's first year of
operation was a mere $1,650.
As the enrollment increased to fifty-eight students the second year
with a three-teacher faculty, Mr. Nolan, Miss Farewell and Principal/
Superintendent Mr. Kenwall, a need for better accommodations arose. Through
the combined effort of board members J. W. Robinson, J. W. Etter, Dr. J. B.
Hill, A. J. Straw, W. H. Slaughter and the townspeople of Glendale, a
$30,000 bond election for a new building was held and passed.
-64-
The building was
erected in 1912 and
dedicated on Wednesday
afternoon, February
13, 1913, by Thomas
Marshall, vice-presi­dent
elect of the
United States.
"Glendale was in
gala attire for the
event with a parade
one mile long. All
the stores in town and
many of the dwellings
were decorated with
flags and bunting.
The previous Tuesday
evening a crew of men
worked to barbecue
two beeves in proper
style for the crowd
that was expected by
car, by horse, and by
foot." (Condensed
from the Glendale News,
2/13/13) ----
By the 1913-14
school year, attendance
had nearly doubled, with
a student enrollment of
101 and faculty members Girls' Basketball Team of 1915-16
numbering six. Class
began at 9:15 a.m. after a fifteen minute opening period. Three classes
were held before lunch for 45 minutes each, and lunch began at 12 noon.
Four classes were after lunch with school letting out at 4 p.m.
The curriculum for the 1913-14 school year consisted of Ancient His­tory,
Medieval and Modern History, English, Latin, chemistry, geometry,
algebra, bookkeeping, stenography, typewriting, Spanish, arithmetic and
private and group music.
The music courses were taught by Mrs. Luther Steward. The outline on
a private music course read in part as such: "Tuition is payable in advance.
The school is in no way responsible for lessons lost through the absence
or tardiness of pupils. In case of illness when previous notice has been
given, lessons will be made up.
Two half-hour lessons per week, $.75 per lesson
One 45-minute lesson per week, $1.00
Pupils not enrolled for shorter than nine weeks
All students in this department are required to
appear at recitals. A diploma in music is delivered
at completion of a four-year course."
-65-
Rules and regulations were set for the students concerning regular
and punctual attendance. In case of an absence or tardiness, a note
explaining such from the parent or guardian was required. A pupil who
had been tardy three times in one month or had been marked truant was to
be readmitted to his room only on application to the superintendent (prin­cipal)
who also had the choice of suspending the pupil if he thought it
advisable.
Eight additional rules and regulations dealt with punishments for
such things as doing damage to the school grounds, use of profanity, use
of tobacco, disobedience, and non-compliance with the rules governing
assignments.
The high school Board of Education and faculty requested the coopera­tion
of parents, guardians and pupils in securing at least three hours
daily home study. The school authorities felt this study time was neces­sary
and essential to understand the subject matter properly.
There was a "Roll of Honor" which was awarded all students who
attended school each day and were neither tardy nor absent during the
year. Punctuality was of utmost importance. A student who was below
average in intelligence but punctual could usually pass to the next grade
at the completion of the year. On the other hand, a student who was not on
time and above average in ability often failed.
The next year, 1914-15, Benjamin Scudder was superintendent.
new names were added to the faculty, though the numer of teachers
at six. Student enrollment began levelling off, hitting 103 that
A few
remained
year.
With Mr. Scudder again superintendent for the 1915-16 year and an
attendance of 114, the boys won the valley championship in baseball that
spring, and the girls won the basketball championship, which remained with
them through the next season. In addition to the required reading, writing,
arithmetic and Latin, the classes in these first years dealt mainly with
agriculture, farming and industrial courses for the males and domestic
science, dressmaking and homemaking for the females.
Construction and expansion of the school took place over long intervals
of time. The "Maine" building, built in 1912 on the second site, was the
only building until 1919 when a manual training building was built. Growth
took place again in 1922 when buildings 9, 10 and 11 were added to the
"Maine" with a boiler room to the north. Later on in that same year a
banquet hall was constructed. Then, a seventeen-year period passed before,
in 1939, a new gym and auditorium were built. The last recorded growth
before the March 10, 1961 bond election, which granted $2,900,000 for
expansion and destruction of the original "Maine," was in 1946 when the
football stadium and field were built.
By 1930, sixteen teachers served Glendale and Mr. C. A. Yeoman became
superintendent, succeeding C. A. McKee and Duncan McRuer. The first school
bus was purchased in 1931 and three others added by 1936 to accommodate
the growing number of students.
-66-
Dressmaking class of 1913
In addition to transportation, two other important events took place
in the thirties. One was the introduction of evening courses for those who
worked during the day. The other event dealt with an exchange policy between
school districts. If a Glendale student desired to go to Phoenix Union, they
could do so as long as Phoenix Union had a student that wanted to attend the
Glendale district. This policy continued for three decades.
By 1940, the Glendale campus covered a 31 acre plot of land. Since
then only two acres have been added. These were extensions to the football
field. Since the acres were acquired through the levying of taxes, accord­ing
to law no buildings could be built on the land.
In the late forties and early fifties when Robert Ashe was superinten­dent,
classes began at Glendale at 8:30 a.m. with four solids required and
seventh period ending at 3:55 p.m. Eighteen-and-a-half credits were needed
for graduation. Student appearance and cleanliness were of utmost importance.
Boys were to be clean shaven, with no shirt-tails out; belts on pants were
required; and hair was to be cut around the ears and above the collar. No
levis or slacks were to be worn by girls to school, nor were bare shoulders
or dresses more than three inches above the knee allowed.
Emphasis was on good attendance and good grades. "The high school
faculty and administrators played the role of our parents," commented Mr.
William Smith, alumni, and presently Glendale's assistant principal for
student services. "The faculty was responsible for you during those hours
you were to be in school. The faculty was to teach the students morals,
high standards, proper conduct, good grooming and strict discipline. At
that time, parents were in full support of these tactics, or they couldn't
have used them. Today their attitudes are somewhat different."
-67-
The campus after the 1977 remodeling.
below 75%. By the sixties, 75% as a general rule
Since attending high
school had never been
required by state law at
that time, a lot of stu­dents
stayed horne to work
the farms and never bothered
to enroll. To a majority
of these people living in
an agricultural community,
farming was the most impor­tant
education. Mr. Smith
stated, "The enrollment
in each school is by far
larger today as compared
to then. But the percentage
of students continuously
ditching is about the same
as that of those who chose
not to enroll in 1948."
There were other dif­ferences
during this period.
One was that there were no
homogeneous class groupings,
no accelerated or decelerated
classes. Report cards carne
out every six weeks and had
to be returned to the stu­dent's
first hour teacher
with parent or guardian
signature to be readmitted.
Grading was stiff in a
majority of classes. To
achieve a one (1), the stu­dent
had to be in the 95­100%
bracket over six weeks.
A grade of two (2), 88-94%;
a grade of three (3), 82­87%;
a grade of four (4),
75-81%; a grade of five (5),
was a three (3).
There used to be a rule for practically everything, such as this one
concerning off campus school parties (found in the 1949 handbook) : (1) No
drinking or smoking; (2) games and recreation should be planned beforehand
so that the whole group can participate; (3) everyone is to stay in a group;
(4) have all equipment where party is to be ready beforehand.
The school newspaper, "Cardinal Hi-Lights," was not only read by the
students and faculty at that time, but also nearly all the townspeople sub­scribed
to keep abreast of the school happenings.
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In 1948-49, the boundaries of the school went as far north and east
as to include all of Sunnyslope, and south and east as to cover all of the
present students of Alhambra High School. Glendale was the only high school
in the district until 1953 when it could no longer meet the city's growth
needs and Sunnyslope was built as a result.
With so many people from allover having one cornmon interest, the high
school spirit was loud and strong. There was seldom an empty seat at a
game. The cheers and fight songs were known and participated in by all.
Throughout the fifties, married students were frowned upon. In the
1954 student handbook, the following statement appeared: "Students planning
to marry must notify the office in writing three days before the ceremonies.
Failure to comply with this rule will result in expulsion." The rule was
finally revoked, but the controversy of married students on campus stayed
with the school for a long time.
Dr. Robert Ashe was the last combination superintendent/principal of
Glendale High. When Sunnyslope was built in 1953, a complete separation
was made between the two jobs, and an administrative center was built for
the growing district.
In 1977, Glendale
boundaries were altered
slightly to encompass the
area between 51st Avenue
and 7lst Avenue, and Olive
and Missouri Avenues.
With 100 faculty members ,
approximately 2,100 stu­dents
attended Glendale
in 1977-78. Glendale's
colors are orange and gold;
the school mascot is the
Cardinal; and the motto
is "United."
In 1976 and 1977,
Glendale used their
share of the $14million
approved bond issue to
refurbish and build new
additions. For the cost
. of nearly $2 m~llion,
Glendale built a new
cafeteria and snack bar,
a new science building,
a new industrial arts
building, a remodeled
library and audi toriurn,
and new sidewalks and
plaza walks. The new
cafeteria accommodates
Glendale's Handicrafts class.
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enough students for two lunch periods instead of three. The old cafeteria
is used for large group testing and instruction as needed. Glendale was
the most extensive renovation of any school in the district.
Thanks to an intergovernmental agreement with the city of Glendale,
the high school was able to get a campus pool during the 1977-78 school
year in an arrangement similar to that for Apollo's pool. It will be
shared by both the students and the community.
Glendale's present principal is DR. PAUL E. LEMAN, a former Illinois
high school principal. Other administrators at Glendale include ROBERT H.
HUTCHISON, assistant principal for student activities; WILLIAM G. SMITH,
assistant principal for student services; and JUNE COMBS, dean of students.
SPECIAL PROGRAMS
Glendale offers some programs not found in any of the other district
schools. One of these is the physically and multiply handicapped program.
The physically handicapped students attend some regular classes and the rest
of the time are in a resource room. The multiply handicapped are in self­contained
classrooms. Including the learning disabled students at Glendale,
a total of seven teachers take care of these special ed students. Gifted
students at Glendale are also offered advanced and special programs to meet
their needs.
Glendale also offers the only vocational electronics class. Its cur­riculum
is made up mainly of learning the operation of vacuum tubes and
transistors and applying these principles to electronic circuits. At least
50 per cent of class time is devoted to actual "hands-on" experience.
A unique Sister Cit~ program offers Mexican students a chance to spend
the school year at Glendale. In addition, select groups of students and
parents go to Mexico for a few days while Glendale hosts Mexican parents and
students in an exchange of ideas, schools and lifestyles. Along with this
program, Glendale also has foreign exchange students from Europe and South
America.
The federally funded Title I program for educationally disadvantaged
youths is in its 14th year of operation at Glendale for the 1977-78 school
yea,- It is geared towards students who are functioning two grade levels
or more below average. Since 1973, the program has been geared towards the
basic skills of reading and niath, whereas before it stressed vocational
education. A resource center and adult aids are available as are monies
for health needs and a social service worker.
FACULTY HONORS
Four known Glendale faculty members have been honored statewide anu
nationally while others have received district recognition. Mr. Steve
LaGrow, auto mechanics teacher and department head for industrial arts,
was honored in November 1976 by being selected one of fifty finalists for
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an Outstanding Secondary Educators of America Award. The Out-standing
Secondary Educators of America program is an awards program to
honor and commend high school teachers on the basis of academic, profes­sional
and personal achievements.
Outstanding VICA advisor of 1976 for Arizona was Jerry Simpson, while
Tom Dingman was named Skyline Division Coach of 1976-77 for football, and
Shiela Johnson was named Skyline Coach of 1976-77 for girls' tennis.
Receiving stipends for service to the district beyond the call of
duty were Keith Maves, music, 1972; Joe Robert, electronics, 1973; Milnor
Richmond, journalism, and Frank Rector, maintenance, 1974; Harriett Leeke,
counselor, and Pat Murdock, instructional aide, 1975; Armand Gennaco,
counselor, 1976.
STUDENT AND ORGANIZATIONAL AWARDS
Among the many graduates of Glendale, some of the well known ones
include John F. Long, Phoenix home builder; Bill Yoeman, head football
coach in Houston; Larrin LaGrow, pitcher for the Chicago White Sox; Carl
Austerman, pitcher for the Milwaukee Braves; Marty Robbins, country western
singer; William Eubank, judge for the court of appeals; Fred Koory, senator
for the state of Arizona; Vern Tuckey, who works for the FBI; and Don
Sanderson, car dealer.
Those graduating from Glendale who are now administrators in the dis­trict
include Norm Wilson, principal of Moon Valley; Dean Bennett, prin­cipal
of Apollo; Kent Briggs, dean of students at Sunnyslope; and Ed
Sine, assistant principal at Washington. Two former administrators who
graduated from Glendale are Bruce Heatwole, principal of Glendale from
1972-76; and Dr. Robert Ashe, former superintendent.
"It's an odd twist," said Mr. Hutchison, assistant principal, "that
Bill Smith, Glendale's assistant principal, Bob Smith, dean of students at
Washington, and Emmett Smith, teacher at Apollo, are all brothers and all
graduated from Glendale."
Additional well-known graduates are Bert Fireman, columnist for the
Phoenix Gazette; Joe Silva, councilman; singer Lee Meza; Thelma Heatwole,
columnist for the Phoenix Gazette; Irene Silva, model for national maga­zines;
Linda Herrea, nationally known singer; Craig Trueblood, board
member; and Jon Cole, who has held national weight lifting titles.
Two group awards were presented to Glendale. The 1974-75 handicapped
students were honored in the Kennedy Olympics for the Educable Mentally
Handicapped, and the University of Arizona Scholarship Cup was presented to
Glendale in 1958 and 1976 for having the freshmen group with the highest
grade-point average in the state. The school also boasts many National
Merit semi-finalists and finalist awards.
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Individually, a national award was presented to Torn Tadano, who was
named Outstanding High School Student of Japanese Ancestry in the nation
in 1959 and awarded the Frank Masaoeta Scholarship given by the Japanese
American Citizens League.
Vocational clubs at Glendale have done well over the years. DECA
has won many regional awards including Cecilia White for salesmanship in
1973, Wanda DeNeis and Sherry Langley for management decision making in
1974, and Steve Burroughs for free enterprise in 1977. Statewide first
place awards include: in 1963, Michael Steenrod, public speaking; and
in 1977, James Miller, display; Cheryl Allen, advertising; and Christy
Shepard for food services.
ICE and VICA have won the following state first place awards: Maynard
Fronda in 1971 for drafting; Carol Eppinger for job interview in 1973;
Donna Rathburn for cosmetology in 1973 (and second in the nation); Donna
Martin for job interview in 1975; Lillian Loo for cosmetology in 1977;
and Tracie Sosnicki for commercial art in 1977.
ATHLETICS
Athletic awards throughout Glendale's long history are many and
varied. Football awards include: State Champs in 1936; "A" Division
Champs in 1958; Class "A" State Champs in 1957; AA Division II Champs in
1962, 1964 and 1965; AAA League "A" Champs in 1977.
In basketball Glendale won West Central District Champs in 1946;
AA Division II Champs in 1965; State AAA Runner-Up in 1970; and AAA Divi­sion
Champs in 1972 and 1975.
In baseball they were State Champs